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HIS   GRACE  THE   MOST  REVEREND   EDWARD  J.  HANNA,  D.  D. 


COURSE  OF  STUDY 


FOR  THE 


ELEMENTARY  AND  GRAMMAR 
GRADES 


Archdiocese  of  San  Francisco 

OFFICE  OF  THE  SUPERINTENDENT  OF  SCHOOLS 

50  Oak  Street,  San  Francisco 


•     » 

.    .      ...... 


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1 


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Mandate  of  The  Most  Reverend  Archbishop  Con- 
cerning the  Course  of  Study  in  Catholic 
Elementary  and  Grammar  Schools. 


Office  of  the  Archbishop 

1100  Franklin  Street 
San    Francisco,   California 


May  23,  1922. 

To  the  Reverend  Pastors  of  the  Archdiocese  of  San  Francisoo, 
the  Superiors  of  the  Religious  Communities  teaching 
therein,  the  Principals  and  Teachers  of  our  Parish 
Schools. 

Dearly  Beloved  in  Christ: 

Since  the  time  the  Pastoral  Office  in  this  Archdiocese  was 
committed  to  our  charge,  nothing  has  been  closer  to  our 
heart  than  the  education  of  our  Catholic  children. 

For  this  purpose,  in  the  year  1915,  we  established  the 
office  of  Superintendent  of  Schools,  and  appointed  the  Rev. 
Ralph  Hunt,  S.  T.  L.,  to  that  position,  with  the  duty  of 
examining,  systematizing,  and  co-ordinating  the  programs 
of  instruction  in  our  Elementary  and  Grammar  Schools. 

To  assist  him  in  this  delicate  undertaking  he  established, 
with  our  advice  and  approval,  a  Scholastic  Council,  com- 
posed of  representatives  from  all  the  Communities  engaged 
in  the  work  of  teaching  in  these  schools. 

For  the  past  four  years,  this  Council,  in  close  conjunction 
with  our  Superintendent,  has  been  working  on  a  complete 

iii 


4833IK 


Course  of  Study  in  secular  subjects,  and  has  presented  the 
result  of  their  labors  for  our  approval. 

In  accordance  with  the  duty  laid  upon  us  by  Canon  1336 
of  the  Codex  Juris  of  Pius  X  of  blessed  memory:  "Ordi- 
narii  loci  est  omnia  in  sua  diocesi  edicere  quae  ad  populum 
in  Christiana  doctrina  instituendum  spectent:  et  etiam 
religiosi  exempti,  quoties  non  exemptos  docent,  eadem  ser- 
vare  tenentur,"  we  adopted  and  imposed  as  the  standard 
text  for  our  Archdiocese  the  Catechism  provided  for  in 
Titulus  VII,  Cap.  II,  Number  219  of  the  Decrees  of  the 
Third  Plenary  Council  of  Baltimore,  commonly  known  as 
the  "Baltimore  Catechism." 

Moreover,  we  committed  to  the  Scholastic  Council  the 
duty  of  organizing,  grading,  enriching  and  otherwise  com- 
pleting religious  instruction  on  the  basis  of  this  Baltimore 
Catechism,  to  suit  the  age  and  capacities,  the  needs  and 
opportunities  of  our  children. 

We  have  now  received  the  report  of  the  Scholastic  Coun- 
cil, adopted  unanimously,  and  approved  by  our  Superin- 
tendent of  Schools,  covering  the  Elementary  and  Grammar 
Grades  in  Religion,  as  well  as  the  secular  subjects,  and  after 
careful  examination  and  revision  we  hereby  approve  of  the 
same,  and,  in  virtue  of  our  ordinary  authority,  order  and 
command  that  its  provisions  be  observed  by  all  teachers  in 
the  schools  subject  to  our  jurisdiction,  and  we  earnestly 
request  the  Reverend  Pastors  of  the  Archdiocese,  the 
Superiors  of  the  Religious  Communities,  and  all  others 
engaged  in  the  work  of  Christian  Education  to  co-operate 
in  every  way  with  our  Superintendent  of  Schools  in  carry- 
ing out  this  program,  in  order  that  so  great  a  work  may 
have  its  full  fruition  in  the  instruction  of  youth  and  the 
salvation  of  souls,  calling  to  their  minds  the  weighty  words 
of  the  Codex  Juris,  Canon  467,  on  the  Duties  of  Pastors, 
which  are  applicable  to  all  engaged  in  Catholic  Education: 
"Maximam  euram  adhibere  in  Catholica  puerorum  institu- 
tione,"  their  greatest  care  is  to  be  set  in  the  training  of 
Catholic  youth. 

Always  devotedly  in  Christ, 

(Signed)   *  EDWARD  J.  HANNA, 

Archbishop  of  San  Francisco, 
iv 


REPORT  OF  THE  SCHOLASTIC  COUNCIL. 

To  His  Grace,  the  Most  Reverend  Edward  J.  Hawrm,  D.  D., 
Archbishop  of  San  Francisco. 

Most  Reverend  Archbishop: 

The  Scholastic  Council,  having  completed  the  work  of 
organizing  the  Studies  of  the  Elementary  and  Grammar 
Schools  of  the  Archdiocese,  begs  respectfully  to  submit  the 
following  report  and  recommendations: 

1.  Courses  have  been  prepared  in  Reading,  Language, 
Grammar  and  Composition,  Spelling,  Arithmetic,  History 
and  Geography. 

2.  These  courses  should  be  obligatory  in  the  Parish 
Schools  of  the  Archdiocese. 

3.  Lists  of  approved  text  books  have  been  selected  for 
the  secular  courses.  The  teachers  are  free  within  the  limits 
of  these  lists.  Other  text  books  should  not  be  substituted 
except  by  permission  of  the  Superintendent. 

4.  Branches  not  included  in  the  aforesaid  courses, 
e,  g.,  Music,  Drawing,  Penmanship,  Elementary  Science, 
Hygiene,  Physical  Education,  and  Needlework,  should  be 
taught  with  the  attention  due  to  their  importance.  In  the 
judgment  of  the  Scholastic  Council  the  provisions  already 
made  for  the  treatment  of  these  branches  by  the  various 
communities  will,  for  the  present,  satisfactorily  meet  the 
situation. 

5.  In  regard  to  Music,  however,  the  Council  is  in  favor 
of  the  Catholic  Education  Music  Course  by  Mrs.  Justine 
Ward.  It  comes  from  a  Catholic  source,  and  has  the 
endorsement  of  the  Catholic  University.  It  is  also  well 
adapted  to  our  schools,  and  many  of  our  teachers  have  been 
trained  already  in  its  requirements.  The  Council,  there- 
fore, strongly  recommends  its  adoption  by  the  schools 
wherever  and  whenever  feasible. 

6.  As  authorized  by  Your  Grace,  the  Scholastic  Council 
also  prepared  a  Course  of  Study  in  Religion.  This  course 
is  based  upon  the  text  of  the  Baltimore  Catechism,  which 
text  has  been  imposed  as  obligatory  by  Your  Grace's 
authority.  No  authoritative  ruling  having  been  made  in 
regard  to  the  other  text  books  necessary  for  the  course, 
the  Council  strongly  recommends  the  Text  Books  of  Re- 
ligion, and  Liturgy  by  Father  Yorke,  (1)  because  they 
are  best   adapted  to  the  requirements  of  the  course,  the 


subject-matter  of  which  (with  the  exception  of  Church 
History,  Grade  Eight)  they  cover  in  all  essential  details; 
(2)  because  they  have  proved  their  worth  by  many  years 
of  valuable  service  rendered  in  the  cause  of  religious 
instruction,  not  only  in  the  Archdiocese  of  San  Francisco, 
but  in  the  Dioceses  of  the  country  at  large. 

The   above   report   and   recommendations   were   adopted 
unanimously  at  a  meeting  held  on  May  20,  1922,  at  the 
office  of  the  Superintendent,  50  Oak  street,  San  Francisco. 
Respectfully  submitted, 
(Signed)    SISTER  MARY  LIGUORI, 

Secretary  of  Scholastic  Council. 


SCHOLASTIC  COUNCIL. 

1922. 


Superintendent Rev.  Ralph  Hunt,  S.  T.  L. 

Brothers  of  the  Christian  Schools 

Brother  Z.  Joseph,  Brother  Vivian 

Brothers  of  Mary Brother  Peter,  Brother  Joseph 

Daughters  of  Charity  of  St.  Vincent  de  Paul 

Sister  Caroline,  Sister  Helena 

Sisters  of  Charity,  B.  V.  M. . .  Sister  M.  Remi,  Sister  M.  Casia 

Sisters  of  the  Holy  Cross 

. . .  Sister  Immaculate  Conception,  Sister  Joseph  Alemie 

Sisters  of  the  Holy  Names  of  Jesus  and  Mary 

Mother  M.  Angeline,  Sister  M.  Baptista 

Sisters  of  Mercy Sister  M.  Liguori,  Sister  M.  Stephanie 

Sisters  of  Notre  Dame 

Mother  Berchmans  Joseph,  Sister  M.  Regis 

Sisters  of  the  Presentation,  B.  V.  M 

Mother  M.  Reginald,  Sister  M.  Teresa 

Sisters  of  St.  Dominic  (San  Rafael) 

Sister  M.  Rosalia,  Sister  M.  Joseph 

Sisters  of  St.  Dominic  (Mission  San  Jose) 

Sister  M.  Dolorosa,  Sister  M.  Ildephonsa 

Sisters  of  St.  Joseph  (Carondelet) 

Mother  Mary  of  Angels,  Sister  Ida 

Ursuline  Sisters Mother  Angela,  Mother  Berchmans 

vi 


CONTENTS. 


Mandate  of  the  Most  Reverend  Archbishop  iii 

Report  of  the  Scholastic  Council  v 

Scholastic  Council vi 

Rules  and  Regulations  ix 

RELIGION. 

Introductory    1 

Grade  One-A 7 

Grade  One-B    ; 8 

Grade  Two-A    9 

Grade  Two-B 9 

Grade  Three-A    10 

Grade  Three-B    11 

Grade  Four-A   12 

Grade  F'our-B    13 

Grade  Five-A    13 

Grade  Five-B 14 

Grade  Six-A    15 

Grade  Six-B    16 

Grade  Seven-A    17 

Grade  Seven-B    17 

Grade  Eight-A    18 

Grade  Eight-B    19 

READING. 

Aims 21 

Grade  One-A f  22 

Grade  One-B    22 

Grade  Two-A 26 

Grade  Two-B   26 

Grade  Three-A 28 

Grade  Three-B    28 

Grade  Four-A   30 

Grade  Four-B 30 

READING  AND  LITERATURE. 

Grades  Five-A  and  Five-B 33 

Grades  Six-A  and  Six-B 36 

Grades  Seven-A  and  Seven-B 38 

Grades  Eight-A  and  Eight-B 42 

SPELLING. 

Outline 47 

LANGUAGE,  GRAMMAR  AND  COMPOSITION. 

Foreword 51 

Grade  One-A   52 

Grade  One-B    54 

Grade  Two-A  56 

Grade  Two-B    59 

Grade  Three-A    62 

Grade  Three-B    66 

Grade  Four-A   69 

Grade  Four-B    73 

vii 


Grade  Five-A    73 

Grade  Five-B 79 

Grade  Six-A  80 

Grade  Six-B    84 

Grade  Seven-A   85 

Grade  Seven-B    90 

Grade  Eight-A    91 

Grade  Eight-B    96 

ARITHMETIC. 

Grade  One-A   97 

Grade  One-B    98 

Grade  Two-A  99 

Grade  Two-B   100 

Grade  Three-A    102 

Grade  Three-B    103 

Grade  Four-A    104 

Grade  Four-B    106 

Grade  Five-A    107 

Grade  Five-B     109 

Grade  Six-A  Ill 

Grade  Six-B   113 

Grade  Seven-A    115 

Grade  Seven-B    119 

Grade  Eight-A    122 

Grade  Eight-B    124 

GEOGRAPHY. 

Aims 129 

Grade  Three-A    130 

Grade  Three-B   132 

Grade  Four-A   136 

Grade  Four-B    138 

Grade  Five-A    141 

Grade  Five-B 146 

Grade  Six-A    149 

Grade  Six-B   155 

Grade  Seven-A    160 

Grade  Seven-B    165 

Grade  Eight-A    171 

Grade  Eight-B    • 174 

HISTORY. 

Introduction 179 

Grade  One-A 181 

Grade  One-B    182 

Grade  Two-A    183 

Grade  Two-B     184 

Grade  Three-A 185 

Grade  Three-B    186 

Grade  Four-A    187 

Grade  Four-B 188 

Grade  Five-A    189 

Grade  Five-B    190 

Grade  Six-A    192 

Grade  Six-B 192 

Grade  Seven-A   194 

Grade  Seven-B    195 

Grade  Eight-A    198 

Grade  Eight-B    200 

viii 


RULES  AND  REGULATIONS. 


Each  teacher  should  be  provided  with  a  copy  of  this 
Course  of  Study,  and  should  be  familiar  not  only  with  the 
requirements  of  his  or  her  grade,  but  with  the  requirements 
of  the  grades  that  precede  and  follow  it. 

This  Course  represents  the  minimum  of  scholarship  to  be 
attained  in  the  various  grades. 

A  "Daily  Schedule  of  Studies"  should  be  arranged  by 
the  school  principals  and  a  copy  posted  in  the  respective 
class  rooms. 

Attention  should  be  given  to  the  following  points  con- 
cerning the  physical  welfare  of  the  pupils:  (1)  Cleanliness 
and  neatness  of  pupils  and  class  rooms;  (2)  proper  seating 
of  pupils;  (3)  lighting,  ventilation  and  temperature  of  class 
rooms;  (4)  recreation;  (5)  fire  drills;  (6)  compliance  with 
the  rules  of  local  school  health-inspection  authorities. 

The  morning  school  session  should  open  in  the  following 
manner.  The  children  should  be  assembled  in  school  yard 
or  hall,  or  in  the  respective  class  rooms,  and  salutations 
given : 

(1)  To  the  Cross,  the  symbol  of  our  redemption,  with 
the  words: 

"Hail,  0  Cross !  Brighter  than  the  stars !  Thy  name  is 
honorable  upon  earth!  To  the  eyes  of  men  thou  art  ex- 
ceeding lovely!  Holy  art  thou  among  all  things  that  are 
earthly!  Thy  transom  made  one  only  worthy  balance 
whereon  the  Price  of  the  World  was  weighed!  Sweetest 
wood  and  sweetest  iron,  sweetest  Weight  is  hung  on  thee! 
0  that  every  one  who  is  here  gathered  this  day  to  praise 
thee  may  find  that  thou  art  indeed  salvation  for  him. 
Amen." 

(2)  To  the  Flag,  the  symbol  of  our  country,  with  the 
words  : 

"I  pledge  allegiance  to  the  Flag  of  the  United  States  of 
America,  and  to  the  Republic  for  which  it  stands,  one 
nation  indivisible,  with  liberty  and  justice  for  all." 

Conclude  with  verse  of  "Star-Spangled  Banner." 

For  the  regular  school  prayers  and  religious  exercises 
during  the  day  the  schools  will  follow  their  established 
customs. 

ix 


COURSE  OF  STUDY  IN  RELIGION 


INTRODUCTORY. 


While  no  hard  and  fast  rules  are  laid  down  for  carry- 
ing the  subjoined  Course  into  effect,  the  following  general 
considerations  and  directions  should  be  carefully  borne 
in  mind: 

Bible  History: 

The  chief  purpose  of  Bible  History  in  Elementary  Re- 
ligious Instruction  is  to  illustrate  the  Catechism.  Therefore, 
these  two  subjects  should  not  be  pursued  independently 
but  should  be  closely  combined.  The  method  of  procedure 
may  be  briefly  indicated  as  follows:  In  teaching  the 
doctrine  of  Original  Sin,  the  children's  minds  should  be 
prepared  by  the  history  of  the  Fall;  the  scriptural  history 
of  the  Blessed  Eucharist  in  type,  promise,  and  fulfilment 
should  prepare  the  way  for  the  doctrines  concerning  that 
sacrament;  the  doctrine  of  contrition  should  be  illustrated 
by  examples,  such  as  that  of  David,  St.  Peter,  etc.;  and  in 
like  manner  all  the  other  important  doctrines  should  be 
presented  to  the  children  in  their  appropriate  scriptural 
setting.  The  result  will  undoubtedly  be  a  deeper  and 
richer  knowledge  of  the  truths  of  the  Catechism.  A 
religious  textbook  in  which  this  correlation  of  Bible 
History  and  Catechism  is  worked  out  will  be  of  great 
assistance  to  the  teacher. 

For  the  first  two  or  three  years  little  emphasis  need  be 
placed  upon  the  Catechism.  During  these  tender  years  of 
the  child  instruction  is  best  given  orally  and  through 
the  medium  of  Bible  stories.  After  that,  however,  the 
Catechism  should  be  strongly  emphasized  throughout  the 
Course. 

It  is  important  also  to  make  the  teaching  of  Bible  His- 
tory coincide  with  the  seasons  of  the  Ecclesiastical  year. 
This  is  especially  applicable  to  the  life  of  Our  Lord.  The 
Birth  and  Infancy  should,  therefore,  be  taught  around 
Christmas,  the  Public  Life  and  Passion  in  Lent,  and  the 
Glorious  Life  after  Easter.  The  Course  is  so  constructed 
as  readily  to  admit  of  this  arrangement. 

Church  History: 

Church  History,  being  a  continuation  of  Bible  History, 

[  1  1 


'2  '  '      COURSE  OF  STUDY 

serves  the  same  purpose  in  Elementary  Religious  Instruc- 
tion. The  style  of  treatment  is  also  similar.  The  teacher 
refers  to  some  historical  event  or  personage  explanatory 
of  the  doctrines  of  the  Catechism  under  consideration. 
Thus,  in  teaching  the  doctrine  of  the  Immaculate  Concep- 
tion, she  refers  to  the  apparitions  at  Lourdes;  in  con- 
nection with  certain  virtues  she  calls  attention  to  saints 
who  were  conspicuous  for  these  virtues,  and  so  on.  In 
the  last  year  a  more  connected  and  formal  treatment  may 
be  undertaken.  The  history  should  be  presented,  not  as 
a  mass  of  lifeless  dates  and  facts  but  as  a  series  of  vivid 
pictures.  Visual  helps  should  be  used,  such  as  maps,  pic- 
tures of  persons,  places,  events,  etc. 

Liturgy: 

A  systematic  treatment  of  the  Liturgy  is  obviously  out 
of  the  question  at  this  stage.  The  function  of  Liturgy  in 
the  grades  is,  like  the  subjects  previously  considered,  to 
assist  and  reinforce  the  teaching  of  the  Catechism.  All 
that  may  be  expected,  therefore,  is  the  explanation  of  such 
liturgical  matters  as  arise  in  connection  with  the  Cate- 
chism, with  the  addition,  perhaps,  of  occasional  lessons 
devoted  to  the  Liturgy  itself.  The  amount  of  liturgical 
knowledge  acquired  even  in  this  informal  way  is  by  no 
means  inconsiderable.  It  is  possible  to  give  the  children, 
before  the  completion  of  their  grammar  school  course,  a 
fair  acquaintance  with  the  subject;  at  least  they  will,  by 
this  preliminary  training,  be  enabled  to  assist  with  better 
understanding  at  their  devotional  exercises,  and  some 
foundation  will  be  laid  for  the  more  systematic  study  that 
is  undertaken  later  on. 

The  liturgical  topics  that  should  enter  into  the  children's 
instruction  are  specified  in  the  Course.  Of  these,  by  far, 
the  most  important  is  the  Mass,  and  it  should  receive 
special  care  and  attention.  A  children's  Mass  Book,  con- 
taining the  Order  of  the  Mass,  will  be  necessary  to  fulfil 
the  requirements.  The  directions  for  its  use  are  sufficiently 
explicit. 

Prayers : 

In  teaching  the  Prayers  the  teacher  should  keep  a  two- 
fold object  in  view — to  teach  the  form  correctly,  and  make 
clear,  according  to  the  mentality  of  the  child,  the  mean- 
ing of  the  prayer.  From  the  outset  she  should  endeavor 
to  secure  verbal  accuracy.  Experience  proves  that  this 
can  be  done  even  with  very  young  children,  as  it  also 
proves  that  the  mistakes  of  childhood  are  often  carried  to 


INTRODUCTORY  3 

old  age.  There  are  certain  common  mistakes,  known  to 
every  teacher,  that  invariably  appear  with  each  new  gen- 
eration of  children.  Example  of  such  mistakes  are :  In  the 
Confiteor,  "I  Beseech  to  Blessed  Mary";  in  the  Act  of 
Contrition,  "I  detest  to  all  my  sins,"  "I  dread  the  lost  of 
Heaven."  The  teacher  should  be  on  the  alert  for  these 
and  similar  mistakes  and  correct  them  before  the  erroneous 
habit  grows.  She  should  also  guard  against  the  very  natu- 
ral tendency  of  children  to  confuse  certain  prayers  be- 
cause of  some  similarity  of  the  wording.  Compare  such  forms 
as  the  following:  Apostles'  Creed — "I  believe  in  God,  the 
Father  Almighty,  Creator  of  heaven  and  earth";  Nicene 
Creed — "I  believe  in  one  God,  The  Father  Almighty,  Maker 
of  heaven  and  earth  and  of  all  things  visible  and  invisible." 
Apostles'  Creed — "From  thence  He  shall  come  to  judge 
the  living  and  the  dead.  I  believe  in  the  Holy  Ghost"; 
Act  of  Faith —  .  .  .  "and  that  He  will  come  to  judge 
the  living  and  the  dead.  I  believe  these  and  all  the 
truths."  Children  easily  slip  from  one  form  to  another 
unless  care  is  taken  to  prevent  it.  It  will  be  of  great 
advantage,  when  the  children  have  advanced  sufficiently, 
to  institute  written  tests  to  prove  the  accuracy  of  their 
knowledge.  The  teacher  should  also  explain  the  meaning 
of  the  prayer.  To  this  end  she  will  draw  upon  their 
knowledge  from  other  sources — Catechism  and  Bible  His- 
tory, for  instance,  to  point  out  the  doctrine  or  doctrines 
embodied  in  the  prayer.  Then  follow  the  explanation  of 
the  words,  the  analysis  of  the  sentences,  to  show  how 
in  reality  the  doctrines  are  contained  in  the  prayer.  The 
exegesis,  however,  should  not  be  allowed  to  develop  into  a 
grammar  lesson,  for  this  is  likely  to  detract  from  the 
sacredness  of  the  prayer. 

The  Catechism: 

Since  the  Catechism  contains  the  necessary  truths  of 
faith  and  bears  moreover  the  seal  of  the  Church's  authority, 
the  whole  question  of  elementary  religious  instruction 
resolves  itself  practically  into  a  question  of  teaching  the 
Catechism.  The  Catechism  therefore,  above  all  the  other 
subjects  of  the  Course,  should  command  the  special  atten- 
tion of  the  teacher. 

Her  first  aim  should  be  to  communicate  to  the  children 
an  intelligent  knowledge  of  its  contents;  her  next,  to 
render  this  knowledge  permanent.  In  connection  with 
the  first  the  important  point  is  the  explanation  of  the  doc- 
trines. These  are  difficult  for  the  children,  because  of  the 
abstract  form  in  which  they  are  expressed.    The  business  of 


4  COURSE  OF  STUDY 

the  explanation  is  to  overcome  or  at  least  lessen  this  diffi- 
culty by  presenting  them  in  a  form  the  children  can  bet- 
ter understand.  Everything  will  depend  then  upon  the 
teacher's  explanation,  to  which  she  should  devote  special 
attention,  taking  care  to  make  it  as  objective  and  concrete 
as  possible.  Bible  History  and  the  other  subjects  furnish 
a  wealth  of  material  for  this  purpose.  Visual  helps,  such 
as  sacred  objects,  pictures,  etc.,  may  also  be  used  with 
excellent  effect.  The  treatment  of  the  Catechism  is  well 
summed  up  by  Dr.  Yorke  in  the  following  words:  "We 
must  remember  that  in  the  Catechesis  the  Catechism  is 
only  a  tool  and  a  guide,  and  that  the  real  work  is  done 
by  the  oral  instruction.  The  ideal  of  the  Catechesis  is  that 
the  minds  of  the  teacher  and  of  the  pupil  must  be  in 
perfect  tune.  The  teacher  not  only  propounds  the  doctrine, 
but  illustrates  it,  analyses  it,  puts  it  one  way  now,  another 
way  again,  and  uses  in  fact  every  device  of  the  teaching 
art,  even  as  our  Lord  Himself  instructed  His  disciples. 
Then  by  means  of  frequent  questions  the  catechist  holds 
their  attention,  clears  their  misapprehensions,  systematizes 
their  thoughts,  insists  on  the  form  of  sound  words,  and, 
finally,  as  all  teaching  consists  in  getting  the  pupil's  mind 
to  work  for  itself,  encouraging  the  use  of  questions  from 
the  pupil's  side  to  meet  his  difficulties  and  round  out  his 
knowledge."* 

The  children,  according  to  their  age  and  ability,  should 
be  furnished  with  appropriate  proofs  of  the  principal  doc- 
trines. These  are  proofs  based  upon  Sacred  Scripture,  and 
the  living  Magisterium  of  the  Church.  The  advanced 
pupils  should  also  be  furnished  with  proofs  from  human 
reason.  It  is  not  necessary  to  set  apart  a  special  time, for 
Apologetics.  In  the  explanation  of  the  doctrines  that  call 
for  proof,  the  necessary  arguments  may  be  easily  supplied. 
The  teacher  should  remember  that  one  proof  that  is  clear 
and  decisive  is  better  than  any  number  diffuse  and  incon- 
clusive ones. 

In  order  to  make  permanent  the  knowledge  acquired, 
the  formulae  of  the  Catechism  should  be  committed  to 
memory.  This  point  needs  all  the  more  emphasis  in  view 
of  the  prevailing  tendency  to  slight  the  importance  of 
"memory  work" — a  tendency  which  is  justified  neither  by 
the  principles  of  psychology  nor  the  results  of  experience. 
The  Course  requires  that  the  entire  Catechism  be  thor- 
oughly memorized  by  the  end  of  the  sixth  grade.  If  the 
Catechism  drill  is  carried  out  effectively  in  the  preceding 
grades,  this  result  should  be  easily  within  the  capacity  of 
the  pupils. 

*  "Teaching  of  Religion,"  by  Rev.  P.  C.  Yorke,  D.  D. 


INTRODUCTORY  5 

Two  other  important  points  call  for  brief  notice  here. 
They  are  the  training  of  the  conscience  and  the  training 
of  the  will. 

Training  of  the  Conscience: 

The  Conscience  is  not  a  separate  faculty  or  a  sense.  It  is 
merely  the  reasoning  faculty  viewed  in  its  capacity  of 
judging  what  is  right  and  what  is  wrong  and,  as  here  con- 
sidered, it  is  the  reasoning  faculty  guided  by  the  light  of 
faith.  The  children  enter  school  with  the  beginnings  of  a 
conscience:  in  the  surroundings  of  a  Christian  home  they 
have  acquired,  in  some  degree  at  least,  the  power  of  dis- 
cerning right  from  wrong,  and  to  foster  this  power,  to 
strengthen  and  increase  it  and  bring  it  to  perfection  is  the 
difficult  and  serious  task  that  confronts  the  teacher.  How 
is  this  to  be  done  ?  We  may  best  illustrate  by  a  comparison 
with  the  teaching  of  the  secular  branches.  In  Grammar 
and  Arithmetic,  for  instance,  the  children  are  required  to 
learn  many  rules.  But  knowledge  of  rules  is  not  enough. 
They  must  acquire  a  facility  in  the  use  of  these  rules  which 
is  only  arrived  at  after  they  have  exercised  them  fre- 
quently upon  examples.  Eventually  they  will  have  reached 
the  stage  when  they  are  able  to  apply  the  rules  correctly, 
even  though  they  may  no  longer  remember  them  explicitly. 
This  is  precisely  what  the  teacher  has  to  aim  at  in  Religious 
Instruction.  The  truths  of  faith  are  also  rules,  rules  of 
Christian  conduct,  and  the  training  of  the  conscience  means 
nothing  more  than  imparting  a  proficiency  in  the  use  of 
these  rules  in  real  life;  and  this  proficiency  is  brought 
about  by  the  same  means,  i.  e.,  by  application  to  concrete 
cases,  and  especially  by  application  in  the  every  day  con- 
duct of  the  children.  By  constant  exercise  of  this  kind, 
the  children  are  gradually  led  to  judge  all  things  by  super- 
natural standards,  and  a  well  informed,  responsive  con- 
science will  be  the  inevitable  and  happy  result. 

Training  of  the  Will: 

To  ensure  Christian  conduct,  which  is  the  ultimate  aim 
of  Religious  Education,  the  will  must  be  trained  to  obey 
the  dictates  of  the  conscience.  Many  factors  contribute  to 
the  training  of  the  will,  or,  what  amounts  to  the  same  thing, 
to  the  upbuilding  of  Christian  character,  such  as  the  home, 
the  religious  activities  of  the  parish,  the  religious  atmos- 
phere of  the  school,  good  companions;  but  what  especially 
concerns  us  here  is  the  formal  work  of  training  as  con- 
ducted by  the  teacher.  This  consists  in  the  presentation  of 
right  motives,  accompanied  and  reinforced  by  the  practice 


6  COURSE  OF  STUDY 

of  the  children.  All  human  activity  depends  upon  motives, 
and  each  one's  character  takes  its  bent  from  the  kind  of 
motives  that  actuate  him.  To  develop  Christian  character 
in  the  children,  therefore,  it  is  necessary  that  they  should 
find  inspiration  for  their  actions  in  Christian  motives,  or 
motives  drawn  from  faith.  Only  such  motives  can  furnish 
the  basis  of  morality  in  any  real  sense,  for  they  only  are 
strong  enough  to  sustain  the  will  when  ambition,  dis- 
appointment or  temporal  misfortune  would  deter  from 
virtue.  They  are  summed  up  in  two — the  fear  of  the  Lord, 
which  is  the  beginning  of  wisdom,  and  the  love  of  God, 
especially  made  manifest  in  the  work  of  our  redemption. 

When  the  activities  aroused  in  the  will  in  response  to 
supernatural  motives  are  converted  into  habitual  ten- 
dencies or  habits,  the  result  is  what  we  call  Christian  char- 
acter. Habits  are  formed  slowly,  and  only  by  constant 
repetition,  and  hence  side  by  side  with  the  presentation  of 
right  motives  must  go  the  personal  practice  of  the  children. 

Here  the  factors  already  mentioned  should  come  to  the 
teacher's  aid.  The  home  especially,  whose  function  is  to 
foster  piety  and  to  exercise  care  and  vigilance  over  the 
children,  should  be  her  natural  ally.  But,  unfortunately,  it 
often  happens  that  the  teacher  may  expect  little  help  from 
that  source,  for  many  parents  are  only  too  eager  to  shift 
their  most  serious  responsibilities  to  other  shoulders.  The 
result  is  that  the  teacher  is  sadly  hampered  in  her  work, 
and  she  has  to  redouble  her  efforts  to  make  up  in  some 
measure  for  the  deficiencies  of  those  who  by  every  right 
should  be  her  most  effective  support. 

The  routine  of  school  life  affords  ample  opportunity 
for  the  exercise  of  various  virtues,  e.  g.,  obedience, 
truthfulness,  reverence,  and  the  like.  Temptations  also 
create  a  constant  and  urgent  need  for  the  exercise  of 
virtue.  Even  in  school  days  the  children  must  be  taught 
to  fight  their  own  battles,  not  only  to  overcome  present 
temptations,  but  also  to  prepare  them  for  the  greater  con- 
flicts of  after  years. 

For  the  rest  the  teacher  must  rely  upon  the  Grace  of 
God,  without  which  it  is  impossible  to  make  even  a  begin- 
ning much  less  any  progress  in  the  supernatural  life;  and 
she  must,  therefore,  endeavor  by  her  own  earnest  prayers, 
and  those  of  the  little  ones  entrusted  to  her  charge,  to 
bring  God's  blessing  upon  her  work,  realizing  that  what- 
ever human  means  she  may  employ  in  moulding  the  chil- 
dren's lives,  success  will  ultimately  depend  upon  Him 
who  alone  "giveth  the  increase." 


COURSE  OF  STUDY  IN  RELIGION, 


GRADE  ONE-A. 

(All  teaching  in  this  Grade  is  oral.) 

Prayers : 

Sign  of  the  Cross.  Our  Father.  Hail  Mary.  Angel  of 
God.     Jesus,  Mary  and  Joseph. 

N.  B.  Care  should  be  taken  in  this  and  following  grades 
to  teach  the  children  correct  enunciation  and  correct  form. 

Bible  History: 

"Old  Testament" :  Creation  of  the  Angels ;  their  Fall  and 
Punishment.  Creation  of  the  World.  Creation  of  Adam 
and  Eve;  their  Fall  and  Its  Consequences.  Promise  of  a 
Redeemer. 

"New  Testament":  Annunciation,  Visitation  and  Birth 
of  Our  Lord. 

(To  be  taught  in  the  form  of  simple  narratives,  which  the 
children  should  be  encouraged  to  reproduce  in  their  own 
simple  way.  Bible  pictures,  blackboard  sketches,  etc.,  will 
be  of  great  assistance  in  all  the  early  grades.) 

Catechism: 

Baltimore — Kinkead,  No.  0.    Lessons  1,  2,  3. 

N.  B.  During  the  first  two  years  the  emphasis  is  less 
upon  the  Catechism  than  upon  the  Bible  narratives.  The 
questions  should  be  thoroughly  developed  through  Bible 
stories  and  other  means  before  the  children  are  required  to 
memorize. 

Oral  Instruction: 

Simple  instruction  on  God,  His  Omnipotence,  Provi- 
dence. The  Three  Divine  Persons.  Our  Lord.  Our  Lord's 
Love  of  Children.  The  Blessed  Virgin.  St.  Joseph. 
Guardian  Angel. 

Liturgy: 

Concert  recitation  of  School  Prayers. 

Drill: 

Sign  of  the  Cross.  Behavior  in  Church.  Joining  Hands 
at  Prayer.     Genuflection.     Taking  Holy  Water. 

[  7  ] 


8  COURSE  OF  STUDY 

Hymns: 

"Infant  Jesus  Meek  and  Mild."     "Angel  of  God." 

N.  B.     The  hymns  given  under  this  head  in  each  grade 

are   merely   directive;    other   appropriate   hymns   may   be 

substituted. 

GRADE  ONE-B. 
Prayers : 

As  in  Grade  One-A.  The  Apostles'  Creed.  Gloria  Patri. 
Act  of  Contrition.     Short  Aspirations. 

N.  B.  Attention  should  be  paid  to  accuracy  and  correct 
enunciation. 

Bible  History: 

"New  Testament":  Review  of  Grade  One-A.  Additional: 
Herod.  The  Holy  Innocents.  Flight  into  Egypt.  Return. 
Holy  Family  at  Nazareth.  Finding  in  the  Temple.  Miracle 
of  Cana  and  some  other  Miracles  of  Our  Lord.  The  Last 
Supper  and  Institution  of  the  Blessed  Eucharist.  The 
Passion,  Death,  Resurrection,  Ascension,  Descent  of  the 
Holy  Ghost. 

(An  epitome  of  Our  Lord's  Life  presented  orally  in  the 
form  of  simple  narratives.  Encourage  the  children  to 
reproduce  in  their  own  words.) 

Catechism: 

Review  matter  of  Grade  One-A.  Baltimore — Kinkead, 
No.  0.  Lessons  4,  5  (omit  Q.  295),  6,  7,  8  (omit  Q.  434). 
Ten  Commandments. 

N.  B.    See  note  under  Catechism  in  preceding  grade. 

Oral  Instruction: 

Continue  as  in  Grade  One-A.  The  present  discipline  re- 
quires some  children  of  this  grade  to  receive  Holy  Com- 
munion. They  should  accordingly  receive  simple  instruc- 
tion on  Sin,  Penance,  Prayer,  the  Blessed  Eucharist,  Real 
Presence.    Obligation  of  Mass  on  Sundays. 

Liturgy: 

School  Prayers  as  in  preceding  grade. 

Drill: 

Continue  as  in  Grade  One-A.  In  addition :  The  Form  of 
Confession.     Manner  of  Receiving  Holy  Communion. 

Hymns : 

"0  Lord  I  Am  Not  Worthy."  "Dear  Angel  Ever  at  My 
Side."    Or  two  other  suitable  hymns. 


RELIGION  9 

GRADE  TWO-A. 

Prayers  : 

Review  prayers  taught  in  preceding  grades.  Confiteor. 
Acts  of  Faith,  Hope,  Charity.     Short  Aspirations. 

N.  B.  Attention  should  be  paid  to  accuracy  and  correct 
enunciation. 

Bible  History: 

"Old  Testament":  Review  the  work  of  Grade  One-A. 
Additional :  Cain  and  Abel.  Noah.  The  Deluge.  The  Rain- 
bow. Tower  of  Babel.  Abraham.  Isaac.  Jacob.  Moses. 
The  Giving  of  the  Commandments. 

"New  Testament":  The  Annunciation,  Visitation  and 
Birth  of  Our  Lord.    The  Shepherds.    The  Wise  Men. 

Catechism: 

Review  the  work  of  Grade  One-B.  Baltimore — Kinkead, 
No.  0;  Lessons  10  to  16,  inclusive.  (Omit  Lesson  on  Con- 
firmation.) 

N.  B.    See  note  under  this  head  in  Grade  One-A. 

Oral  Instruction: 

More  detailed  instruction  on  Original  and  Actual  Sin. 
Baptism  and  its  necessity.  Special  attention  should  be 
given  to  preparation  for  Confession  and  Holy  Communion. 
Elementary  instruction  on  the  Mass.  Attention  at  Mass. 
Regularity  of  Attendance  and  Punctuality.  Abstinence 
on  Friday.    Fast  Days. 

Liturgy: 

School  Prayers  as  in  preceding  grades. 

Drill: 

Continue  drill  of  preceding  grades. 

Hymns: 

"Holy  God  We  Praise  Thy  Name."  "Adeste  Fideles." 
Or  two  other  suitable  hymns. 

GRADE  TWO-B. 

Prayers : 

Review  those  taught  in  preceding  grades.  Angelus. 
Prayer  before  and  after  meals.    Short  Aspirations. 

N.  B.  Attention  should  be  paid  to  accuracy  and  correct 
enunciation. 


10  COURSE  OF  STUDY 

Bible  History: 

"New  Testament":  The  Angel  and  Zachary.  Circum- 
cision. Presentation.  John  the  Baptist.  The  Temptation. 
Some  Miracles  of  Our  Lord.  The  Calling  of  the  Apostles. 
St.  Peter,  the  Chief  of  the  Apostles.  Palm  Sunday.  The 
Last  Supper.  Passion,  Death,  Resurrection  and  Ascension. 
Descent  of  the  Holy  Ghost. 

Catechism: 

Review  of  Grade  Two-A.  Baltimore — Kinkead,  No.  0.  Les- 
sons 18,  19,  20,  24  and  25. 

N.  B.    See  note  under  this  head  in  Grade  One-A. 

Oral  Instruction: 

The  work  of  the  preceding  grades  should  be  developed 
according  to  the  growing  capacity  of  the  children.  In 
addition:  Obedience  to  Parents,  Superiors,  Teachers.  Re- 
spect for  Clergy,  Religious,  Aged  Persons,  Sacred  Things. 

Liturgy : 

School  Prayers  as  in  preceding  grades. 

Drill: 

Continue  as  in  preceding  grades. 

Hymns: 

"Stabat  Mater."  "Come  Holy  Ghost."  Or  two  other 
suitable  hymns. 

GRADE  THREE-A. 

Prayers : 

Review  those  of  preceding  grades.  Hail  Holy  Queen. 
Morning  Offering.     Aspirations. 

N.  B.  Attention  should  be  paid  to  accuracy  and  correct 
enunciation. 

Bible  History: 

"Old  Testament":  The  subject-matter  of  Grade  Two-A 
in  more  detail.  History  of  Abraham,  Isaac,  Jacob.  Joseph 
in  Egypt.  Moses.  Giving  of  the  Commandments.  Death 
of  Moses.  The  Promised  Land.  Josue.  Samuel.  Saul. 
David.  Solomon.  The  Temple.  Divisions  of  the  Kingdom. 
The  Captivity  to  Babylon.    Return. 

"New  Testament":  More  detailed  account  of  the  An- 
nunciation, Visitation  and  Birth  of  Our  Lord. 


RELIGION  11 

Catechism: 

Baltimore — Kinkead,  No.  1.    Lessons  1-17,  inclusive. 

N.  B.  Particular  attention  should  be  paid  in  this  and 
following  grades  to  accurate  memorization  of  the  defini- 
tions. Questions,  which  in  the  judgment  of  the  teacher 
appear  difficult  for  children  of  this  grade,  may  be  post- 
poned to  following  year. 

Oral  Instruction: 

As  in  Grade  Two-B.  The  Value  of  the  Soul.  Beauty  of 
the  Soul  adorned  by  Grace.  Sanctifying  and  Actual  Grace. 
Malice  and  Consequences  of  Sin.    Forgiveness  of  Sin. 

Liturgy: 

Reading  from  Order  of  the  Mass:  Psalm,  Judica,  Con- 
fiteor  and  Responses,  Kyrie,  Gloria.  Responses  at  Collect, 
Lesson,  Gospel. 

Hymns: 

"Angels  We  Have  Heard  on  High."  "Jesus  My  Lord, 
My  God,  My  All."    Or  two  other  suitable  hymns. 

GRADE  THREE-B. 
Prayers : 

Review  of  preceding  grades.     The  Rosary. 
N.  B.    Attention  should  be  paid  to  accuracy  and  intelli- 
gent enunciation. 

Bible  History: 

"New  Testament" :  The  Infancy  and  Hidden  Life  of  Our 
Lord.     The  Public  Life.     The  Passion.     The  Glorious  Life. 

(The  teacher  should  at  this  period  endeavor  to  organize 
the  children's  knowledge,  drawing  a  clear  distinction  be- 
tween the  four  periods  and  adding  new  details.) 

Catechism: 

Baltimore — Kinkead,  No.  1.    Lessons  18-33,  inclusive. 

N.  B.  The  more  difficult  questions  may,  according  to  the 
judgment  of  the  teacher,  be  postponed  to  following  year. 

Oral  Instruction: 

Continue  as  in  Grade  Three-A.  Temptation.  Sources  of 
Temptation.  Means  of  Resisting  Temptation.  Prayer.  Con- 
fession.   Holy  Communion. 

Liturgy : 

Reading  from  Order  of  Mass:  Creed,  Preface,  Sanctus, 
Pater  Noster,  The  Fraction,  Agnus  Dei,  Pax,  Communion, 


12  COURSE  OF  STUDY 

Dismissal  and  Salve  Regina,  with  Responses  where  they 
occur. 

Hymns: 

"Look  Down,  0  Mother  Mary."  "The  Heart  of  the  Holy 
Child."    Or  two  other  suitable  hymns. 

GRADE  FOUR-A. 

Prayers : 

Review  of  preceding  grades.  "We  Fly  to  Thy  Patron- 
age." Aspirations  for  the  Dead:  "Eternal  Rest  Grant 
Unto  Them  0  Lord,"  etc. 

N.  B.  Attention  should  be  paid  to  accuracy  and  intelli- 
gent  enunciation. 

Bible  History: 

"Old  Testament":  The  general  knowledge  the  children 
now  possess  should  be  organized.  The  Main  Divisions  of 
Old  Testament  History  should  be  clearly  distinguished. 
Detailed  study  of  periods: 

(1)  From  the  Creation  to  the  Deluge. 

(2)  From  Noah  to  the  Call  of  Abraham. 

(3)  From  Abraham  to  Moses. 

(A  suitable  text  book  should  be  used  in  this  grade.) 
"New  Testament":     More  detailed  study  of  the  circum- 
stances attending  the  Birth  of  Our  Lord.    The  Infancy  and 
Hidden  Life. 

(A  suitable  text  book  should  be  used.) 

Catechism: 
Baltimore — Kinkead,  No.  1.    Lessons  1-17,  inclusive. 
N.  B.  Insist  on  accuracy  and  intelligent  enunciation. 

Oral  Instruction: 

As  in  preceding  grade.  Fuller  instruction  on  Mass. 
Fuller  instruction  on  Sin.  Mortal  and  Venial  Sin.  Condi- 
tions of  Mortal  Sin.  Analyze  and  explain  the  definition  of 
Venial  Sin.    Dangers  of  Venial  Sin. 

Liturgy: 

Reading  the  Order  of  the  Mass  to  the  end  of  the  Preface. 

Readings: 

Biography  of  the  Saints  from  Leaflets  of  the  Apostle- 
ship  of  Prayer.     Selections  from  the  Life  of  Our  Lord. 

Hymns: 

"0  Mother,  I  Could  Weep  for  Mirth."  "0  Come,  0  Come 
Emmanuel."    Or  two  other  suitable  hymns. 


RELIGION  13 

GRADE  FOUR-B. 

Prayers  : 

Review  of  preceding  grades.  "Direct,  We  Beseech  Thee, 
0  Lord,  Our  Actions." 

N.  B.  Attention  should  be  paid  to  accuracy  and  intelli- 
gent  enunciation. 

Bible  History: 

"New  Testament":  The  Public  Life,  the  Passion  and 
Glorious  Life  of  Our  Lord.  (A  suitable  text  book  should 
be  used.) 

Catechism: 

Review  matter  presented  for  Grade  Four-A.  In  addi- 
tion :  Baltimore — Kinkead,  No.  1 ;  Lessons  18  to  end. 

N.  B.    Insist  on  accuracy  and  intelligent  enunciation. 

Oral  Instruction : 

Review  of  work  of  preceding  grade.  Prayer.  Prayers 
for  the  Dead.  Almsgiving.  Sacraments  of  Penance  and 
Blessed  Eucharist.  Obligation  of  Receiving  these  Sacra- 
ments. 

Liturgy: 

Reading  of  the  Canon  to  the  Special  Prayers  at  end  of 
Mass  inclusive. 

Readings : 

Biography  of  the  Saints  from  Leaflets  of  Apostleship  of 
Prayer.  Selections  from  a  simple  Life  of  Our  Lord,  e.  g., 
"Jesus  of  Nazareth,"  by  Mother  Loyola.  "Life  of  Our 
Lord,"  by  Mother  Salome. 

Hymns: 

"Hail  Queen  of  Heav'n  the  Ocean  Star."  "0  Blessed  Feet 
of  Jesus."    Or  two  other  suitable  hymns. 

GRADE  FIVE-A 

Prayers : 

Review  of  preceding  grades.  "Way  of  the  Cross.  Come, 
Holy  Ghost. 

N.  B.  Written  tests  of  accuracy  in  the  prayers  may  be 
used  with  advantage  in  this  and  following  grades. 

Bible  History: 

"Old  Testament":  Review  of  Grade  Four-A.  Study  of 
Periods:  From  Moses  to  Saul.  From  Saul  to  the  Cap- 
tivity.   From  the  Captivity  to  Christ. 


14  COURSE  OF  STUDY 

"New  Testament" :  Study  of  Birth  and  Infancy  of  Our 
Lord. 

N.  B.    A  suitable  text  book  should  be  used. 

Catechism: 

Baltimore — Kinkead,  No.  2.    Lessons  1-26,  inclusive. 
N.  B.     Insist  on  accuracy. 

Oral  Instruction : 

Sacraments:  Matter,  Form,  Institution.  Instruction  on 
the  Blessed  Eucharist: 

(1)  As  a  Sacrament. 

(2)  As  a  Sacrifice. 

Liturgy: 

Reading  of  the  Order  of  the  Mass  to  the  Pater  Noster. 
Memorization  of  Gloria  and  Creed.  Simple  explanation  of 
the  Canon  to  Pater  Noster. 

N.  B.  Read  each  week  the  Lesson  and  Gospel  for  follow- 
ing Sunday. 

Readings: 

Lives  of  the  Saints  from  Leaflets  of  the  Apostleship  of 
Prayer  or  other  sources.  Selections  from  the  Bible  and 
from  a  simple  Life  of  Our  Lord. 

Hymns: 

"Hail,  Bright  Star  of  Ocean."  "Hark,  an  Awful  Voice  Is 
Sounding."     Or  two  other  suitable  hymns. 

GRADE  FIVE-B. 

Prayers : 

Review  of  preceding  grades.  Memorare  (St.  Bernard). 
(Written  tests.) 

Bible  History: 

"New  Testament":  Study  from  suitable  text  book  of 
Periods :  The  Hidden  Life.  The  Public  Life.  The  Passion. 
The  Glorious  Life. 

Catechism: 

Baltimore — Kinkead,  No.  2.  Lessons  27-37,  inclusive,  fol- 
lowed by  review  of  entire  book. 

N.  B.     Insist  on  accuracy. 

Oral  Instruction: 

The  Blessed  Eucharist.  Types  of  the  Blessed  Eucharist. 
Promise  (See  John  VI)  and  Institution  of  the  Blessed  Eu- 


RELIGION  15 

charist.    The  Mass:    Its  Excellence;  the  ends  of  the  Mass; 
Types  of  the  Mass. 

Liturgy: 

Reading  and  simple  explanation  from  Pater  Noster  to 
Last  Gospel,  inclusive.  Memorization  of  Agnus  Dei  and 
Domine  non  sum  dignus. 

N.  B.  Read  each  week  the  Lesson  and  Gospel  for  follow- 
ing Sunday. 

Readings  : 

Lives  of  the  Saints  from  Leaflets  of  Apostleship  of 
Prayer  or  other  sources.  Selections  from  the  Bible  and 
from  a  suitable  Life  of  Our  Lord. 

Hymns: 

"Jesus,  Gentlest  Saviour."  "Lead,  Kindly  Light."  Or 
two  other  suitable  hymns. 

GRADE  SIX-A. 

Prayers : 

Review  of  preceding  grades.  Litany  of  the  Blessed 
Virgin  Mary.     The  Magnificat.     (Written  tests.) 

Bible  History: 

"Old  Testament":  From  the  Creation  to  the  Coming  of 
Christ  from  a  suitable  text  book. 

Catechism: 

Baltimore — Kinkead,  No.  2.  Lessons  1-26,  inclusive,  pay- 
ing special  attention  to  accuracy. 

Oral  Instruction: 

Continue  instruction  on  the  Sacrament  of  the  Blessed 
Eucharist  and  the  Mass.  Penance:  Its  institution.  Con- 
firmation. 

N.  B.  Intensive  preparation  for  Solemn  Communion  and 
Confirmation  should  be  made  to  suit  the  time  when  these 
Sacraments  are  adminstered  in  the  Parish. 

Liturgy: 

Study  of  structure  of  the  Mass:  I.  Mass  of  the  Cate- 
chumens: Meaning  of  Introit,  Kyrie,  Gloria,  Collect,  Les- 
son, Gradual,  Gospel,  Creed.  (English  Missal  in  the 
hands  of  teacher.) 

Read  each  week  the  Introit,  Collect,  Lesson  and  Gospel 
for  following  Sunday. 


16  COURSE  OF  STUDY 

Readings : 

Lives  of  the  Saints.  Selections  from  the  Bible  and  from 
suitable  Life  of  Our  Lord. 

Hymns: 

"Hail  Holy  Queen  Enthroned  Above."  "0  Food  That 
Weary  Pilgrims  Love."    Or  two  other  suitable  hymns. 

GRADE  SIX-B. 

Prayers : 

Review  of  preceding  grades.  Divine  Praises.  (Written 
tests.) 

Bible  History: 

"New  Testament":  Detailed  study  of  the  Life  of  Our 
Lord  in  full  from  a  suitable  text  book. 

Catechism: 

Baltimore — Kinkead,  No.  2.  Lessons  27-37,  inclusive, 
followed  by  review  of  entire  book. 

N.  B.  By  the  end  of  this  year  the  entire  Catechism 
should  have  been  thoroughly  memorized. 

Oral  Instruction: 

As  in  Grade  Six-A.  Extreme  Unction.  Holy  Viaticum. 
Holy  Orders.  Duties  of  One's  State  in  Life.  Vocation. 
Religious  Vocation. 

N.  B.  The  necessity  for  instruction  on  Religious  Voca- 
tion is  emphasized  by  the  scarcity  of  Priests  and  Religious. 
The  zealous  teacher  may  do  much  in  the  classroom  to  meet 
this  need. 

Liturgy: 

Study  of  the  Structure  of  the  Mass:  II.  The  Mass  of 
the  Faithful:  Explanation  of  Offertory,  Lavabo,  Secret, 
Preface,  Canon,  Fraction,  Communion.  (English  Missal  in 
hands  of  teacher.) 

Read  each  week  the  Lesson,  Gospel,  Secret  and  Post 
Communion  of  the  following  Sunday. 

Readings: 

Lives  of  the  Saints.  Selections  from  the  Bible  and  from 
suitable  Life  of  Our  Lord. 

Hymns: 

"Jesus,  the  Very  Thought  of  Thee."  "Mother  Dear,  0 
Pray  for  Me."    Or  two  other  suitable  hymns. 


.      RELIGION  17 

GRADE  SEVEN-A. 

Prayers : 

Review  of  prayers  of  preceding  grades.  "Soul  of  Christ 
Sanctify  Me."     (Written  tests.) 

Bible  History: 

"Old  Testament":  The  Four  Great  and  the  Twelve 
Lesser  Prophets.    The  Principal  Prophecies. 

Catechism: 

Rapid  review  of  Baltimore — Kinkead,  No.  2.  Fuller 
treatment  of  Grace,  Sacraments  in  general,  Baptism,  Con- 
firmation, Penance. 

N.  B. — Should  an  advanced  Catechism  be  used  in  the 
fuller  treatment,  the  author's  definitions  and  explanations 
should  not  be  memorized. 

Oral  Instruction: 

Frequent  Confession  and  Holy  Communion.  Thanks- 
giving after  Confession  and  Holy  Communion.  Visits  to 
Blessed  Sacrament.  Spiritual  Communion.  Public  Devo- 
tions in  honor  of  Blessed  Sacrament.    Religious  Vocations. 

Liturgy: 

The  kinds  of  Mass.  Vestments.  Sacred  Vessels.  Parts 
of  Church.  Furniture  of  Altar,  Sanctuary,  Baptistry. 
Divisions  of  Ecclesiastical  Year. 

N.  B.  Read  Lesson,  Gospel  and  other  variable  parts  of 
the  Mass  of  following  Sunday. 

Readings : 

Lives  of  the  Saints.  Selections  from  the  Bible  and  a 
suitable  Life  of  Our  Lord.    Stories  from  Church  History. 

Hymns: 

"0  Salutaris."  "Tantum  Ergo."  Or  two  other  suitable 
hymns. 

GRADE  SEVEN-B. 

Prayers : 

Review  of  preceding  grades.  Prayer  to  Jesus  Crucified. 
(Written  tests.) 

Bible  History: 

"New  Testament" :  Books  of  the  New  Testament.  Geog- 
raphy of  the  Holy  Land.     The  Parables  and  Miracles  of 


18  COURSE  OF  STUDY 

Our  Lord.     Study  of  the  Passion  with  reference  to   the 
topography  of  Jerusalem. 

Catechism: 

Rapid  Review  of  Baltimore — Kinkead,  No.  2.  Review 
advanced  work  of  previous  grade.  Fuller  treatment  of  the 
Holy  Eucharist,  Extreme  Unction,  Holy  Orders,  Matrimony. 

N.  B.    See  note  under  this  head,  Grade  Seven-A. 

Oral  Instruction: 

As  in  Grade  Seven-A.  Fifth  Precept  of  the  Church. 
Religious  Vocations.  Devotion  to  Blessed  Virgin  and 
St.  Joseph. 

Liturgy: 

Study  of  the  Ceremonies  of  Benediction  and  Forty  Hours' 
Devotion;  Of  the  Mass  of  Thursday,  Friday  and  Saturday 
of  Holy  Week.  Ceremonies  of  Baptism,  Confirmation, 
Holy  Communion,  Marriage,  Funerals.  Preparations  in 
Sick  Room. 

N.  B.  Read  Lesson,  Gospel  and  other  variable  parts  of 
the  Mass  of  the  following  Sunday. 

Readings : 

As  in  previous  grade. 

Hymns: 

"Soul  of  My  Saviour,  Sanctify  My  Breast."  "Soul  of 
Jesus,  Make  Me  Holy."    Or  two  other  suitable  hymns. 

GRADE  EIGHT-A. 

Prayers : 

Review   of   previous   grades.     De   Profundis.      (Written 

tests.) 

Church  History: 

Brief  account  of  the  Lives  and  Labors  of  the  Apostles, 
principally  SS.  Peter  and  Paul.  The  Ten  General  Persecu- 
tions. Constantine  and  St.  Helena.  Brief  History  of 
SS.  Ambrose,  Augustine,  Jerome,  Gregory  the  Great,  Basil, 
Gregory  of  Nyssa,  Athanasius,  Gregory  Nazianzen,  John 
Chrysostom. 

Catechism : 

Rapid  review  of  Baltimore — Kinkead,  No.  2.  Fuller 
treatment  of  the  Church,  Sacramentals,  Prayer,  First,  Sec- 
ond and  Third  Commandments. 

N.  B.     See  note  under  this  head,  Grade  Seven-A. 


RELIGION  19 

Oral  Instruction: 

Devotion  to  Sacred  Heart  and  to  the  Blessed  Virgin.  In- 
vocation of  the  Saints.  Reverence  for  the  Church,  the  Holy 
Father,  onr  Bishop  and  Clergy.  Loyalty  to  Our  Country. 
Parish  Pride.  Association  with  Parish  Activities.  Sup- 
port of  the  Church.  Preparation  for  Marriage.  Evils  of 
Mixed  Marriages.     Sodalities. 

Liturgy: 

Structure  of  Missal.  How  to  find  Sunday  and  daily  Mass. 
Structure  and  furniture  of  the  Church.  How  to  care  for 
the  Altar,  Sanctuary,  Vestments,  Linens,  Sacred  Vessels. 
Church  Music.  Names  and  offices  of  Ecclesiastical  persons, 
e.  g.,  Pope,  Cardinal,  Bishop,  Parish  Clergy.  Territorial 
Divisions:     Province,  Diocese,  etc. 

N.  B.  Read  each  week  Lesson,  Gospel  and  other  variable 
parts  of  the  Mass  of  the  following  Sunday. 

Readings : 

Lives  of  the  Saints.  Selections  from  the  Bible  and  Imi- 
tation of  Christ.     Stories  from  Church  History. 

Hymns: 

"To  Jesus'  Heart,  All  Burning."  "Lady  of  the  Sacred 
Heart."     Or  two  other  suitable  hymns. 

GRADE  EIGHT-B. 

Prayers : 

Review  of  all  preceding  prayers.  Prayer  to  Patron  Saint. 
(Written  tests.) 

Church  History: 

The  Church  and  the  Barbarians.  Monasticism.  The 
Evangelization  of  Ireland.  Irish  Missionaries  in  Europe. 
Charlemagne.  Origin  of  Church  Property  and  Temporal 
Power  of  the  Popes.  Rise  and  Spread  of  Mahommedanism. 
The  Crusades.  The  So-called  Reformation.  American  Mis- 
sionaries.    California  Missionaries  and  Missions. 

Catechism : 

Rapid  Review  of  Baltimore — Kinkead,  No.  2.  Fuller 
treatment  of  the  Commandments,  from  the  fourth  to  the 
tenth,  inclusive.  Precepts  of  the  Church.  The  Last  Judg- 
ment and  the  Resurrection,  Hell,  Purgatory  and  Heaven. 

N.  B.    See  note  under  this  head  in  Grade  Seven-A. 


20  COURSE  OF  STUDY 

Oral  Instruction: 

As  in  Grade  Eight-A.  Occasions  of  Sin.  Duties  to  One's 
Employer,  to  Civil  and  Ecclesiastical  Authorities.  Purity 
of  Speech,  Thought  and  Act. 

Liturgy: 

Ceremonies  connected  with  Special  Days,  e.  g.,  Candle- 
mas Day,  Ash  Wednesday,  Palm  Sunday,  Holy  Week. 
Explanation  of  the  Tenebrae  Service.  Ceremonies  of  Bap- 
tism, Confirmation,  Holy  Communion,  Holy  Viaticum, 
Extreme  Unction,  Marriage  and  Nuptial  Mass.  Church 
Music.     How  to  make  a  temporary  altar. 

N.  B.  Read  Lesson,  Gospel  and  other  variable  parts  of 
the  Mass  of  the  following  Sunday. 

Readings : 

Lives  of  the  Saints.  Stories  from  Church  History.  Selec- 
tions from  the  Bible  and  Imitation  of  Christ. 

Hymns: 

"Sweet  Saviour,  Bless  Us  Ere  We  Go."  "Faith  of  Our 
Fathers."    Or  two  other  suitable  hymns. 

TEXT  BOOKS. 

Obligatory — The  Baltimore  Catechism. 

Recommended : 

The  Text  Books  of  Religion  (Rev.  Peter  C.  Yorke,  D.  D.). 

The  Children's  Mass  (Rev.  Peter  C.  Yorke,  D.  D.). 

The  Mass  (for  teacher  only)  (Rev.  Peter  C.  Yorke,  D.  D.). 

Where  the  Text  Books  of  Religion  are  used  they  should 
be  placed  in  the  grades  in  the  following  order: 

Grade  I — Text  Books  of  Religion,  First  Grade. 

Grade  II — Text  Books  of  Religion,  Second  Grade. 

Grade  III — Text  Books  of  Religion,  Third  Grade. 

Grades  IV,  V — Text  Books  of  Religion,  Fourth  Grade. 

Grades  VI,  VII,  VIII— Text  Books  of  Religion,  Fifth 
Grade. 


COURSE  OF  STUDY  IN  READING. 


Aims: 

1.  The  mastery  of  the  mechanics  of  reading. 

2.  The  ability  to  get  the  thought  from  the  printed  page 

and  to  express  it  clearly  and  intelligently  to  others. 

3.  The  cultivation  of  a  love  and  appreciation  of  good 

literature. 

4.  The  formation  of  the  library  habit. 

1.  The  mastery  of  the  mechanics  of  reading  includes: 
(a)  The  training  of  the  ear;   (b)   the  training  of 

the  vocal  organs;  (c)  the  training  of  the  eye. 

2.  The  ability  to  get  thought  from  the  printed  page 

depends  largely  on  the  child's  previous  experi- 
ence. Hence  the  need  on  the  part  of  the  teacher 
to  deepen  and  widen  these  experiences,  and 
prepare  the  ground  thoroughly. 

3.  The  love  of  reading  is  a  natural  endowment  not 

given  equally  to  all.  It  is  extremely  difficult,  if 
not  impossible,  to  infuse  it  where  it  is  weak  or 
apparently  non-existent.  It  responds  to  culti- 
vation, as  all  tastes  do.  Where  it  exists  it  demands 
careful  supervision  from  the  moral  and  peda- 
gogical standpoint.  Bad  books  are  the  worst 
kind  of  bad  companions.  Desultory  reading  or 
browsing  among  books  is  fatal  to  the  power  of 
mental  concentration  which  should  be  the  aim 
of  all  education. 

4.  Access  to  good  books,  whether  they  are  amusing, 

recreational  or  instructive,  should  be  made  easy 
for  children  from  the  beginning  of  their  school 
life.  The  amount  of  time  available  for  this 
spontaneous  reading  is  naturally  limited  if 
the  child  studies  his  daily  lessons.  Therefore, 
there  is  no  need  of  a  very  large  library  to  give 
him  all  the  books  he  can  manage.  It  is  more 
than  doubtful  if  the  children  of  the  elementary 
grades  should  be  encouraged  to  frequent  our 
public  libraries.  Books  that  adults  may  find  use- 
ful may  be  positively  poisonous  to  children,  and 
it  is  astonishing  how  the  school  freemasonry 
transmits  information  as  to  what  volumes  con- 
tain matters  which  are  not  virginibus  puerisque. 
[  21  ] 


22  COURSE  OF  STUDY 

Phonetics. — Experience  has  demonstrated  that  the  mas- 
tery of  the  mechanics  of  reading  is  best  effected  through 
a  phonetic  system.  We  recommend,  therefore,  basal  readers 
using  the  phonetic  method  during  the  first  two  years.  This 
does  not  exclude  the  content  readers  which  supply  abun- 
dant story  material  suited  to  the  capacity  and  interests  of 
the  children.  The  phonetic  system  adopted  in  the  school 
should  be  uniform  throughout  all  the  grades  of  that  school. 
For  instance,  if  the  Beacon  Reader  is  used  in  one  grade,  a 
Gordon  Reader,  based  on  a  different  phonetic  system, 
should  not  be  introduced  in  subsequent  grades. 


COURSE  OF  STUDY. 

OUTLINE. 

GRADE  ONE-A. 

1.  Reading". — Sentences  from  the  blackboard  and  read- 
ing charts.  Primer  or  easy  First  Reader.  Sight  cards  and 
other  reading  devices.    Reading  to  the  pupils. 

2.  Phonetics. — The  easy  essentials  of  the  phonetic  sys- 
tem adopted  in  the  school. 

3.  Supplementary  Reading. — Supplementary  Primers 
and  Readers  of  even  grade. 

GRADE  ONE-B. 

1.  Reading. — Sentences  and  short  paragraphs  from  the 
blackboard  and  reading  charts.  First  Reader  completed. 
Sight  cards  and  other  devices.  Reading  to  the  pupils. 
Simple  silent  reading. 

2.  Phonetics. — Continue  the  exercises  of  the  preceding 
grade. 

3.  Supplementary  Reading. — Supplementary  Primers 
and  easy  First  Readers. 

SYLLABUS. 

GRADES  ONE-A  AND  ONE-B. 

1.  Reading. — Sentence  Work. — The  first  lessons  in  teach- 
ing to  read  should  consist  of  short,  easy  sentences.  Let  us 
suppose  the  children  are  talking  about  birds,  and  each  has 
said  something.  The  teacher  then  selects  two  of  the  best 
statements  and  writes  them  on  the  blackboard,  pronouncing 


READING  23 

the  words  slowly  as  she  writes.  She  may  say  to  the  chil- 
dren that  she  has  made  the  chalk  tell  Annie's  "story"  and 
May's  "story."  The  reading  lesson — the  stories — as  it  then 
appears  on  the  blackboard  may  be  as  follows: 

Mary  has  a  bird.  J 

Mary's  bird  can  sing. 

The  children  look  at  it  and  tell  what  the  chalk  has  told 
them.  The  sentence,  not  the  word  or  sound  or  letter,  is 
the  unit;  hence  their  first  impression  of  reading  will  be 
that  it  means  thought-getting  and  thought-expressing. 

The  next  step  is  to  teach  thoroughly  the  words  that 
make  up  the  lesson.  This  may  be  done  in  many  ways.  The 
children  may  be  told  to  point  out  "Mary,"  the  "bird," 
"what  the  bird  can  do,"  etc.  The  teacher  may  then  drill 
on  other  words  by  means  of  sight  cards,  or  she  may  use 
any  other  device  that  suggests  itself.  When  the  words  are 
well  drilled  they  may  be  used  in  games,  seat  work,  etc. 

After  the  children  possess  a  fair  vocabulary  it  should  be 
used  in  making  a  variety  of  new  sentence  groups  and 
stories  which  the  teacher  will  write  on  the  blackboard,  on 
sight  cards,  etc.,  and  drill  on  them  thoroughly.  Care  must 
be  taken  to  write  what  the  child  would  naturally  say,  and 
that  the  little  sentences  possess  continuity.  It  may  be 
found  very  helpful  to  teach  short  sentences  by  the  objec- 
tive plan.  Let  the  child  take,  for  instance,  a  book  in  his 
hand,  and  say,  "This  is  a  book."  The  teacher  writes  or 
prints  the  sentence  on  the  blackboard  and  says :  "The  chalk 
has  said  what  you  said."  "What  did  the  chalk  say?"  The 
child  holding  the  book  says,  "This  is  a  book."  Then  use 
in  place  of  "book"  other  words  which  have  been  taught. 
There  are  many  words  which  alone  mean  nothing  and 
which  should  be  taught  in  phrases  and  sentences.  For 
example,  after  the  child  has  learned  the  words  "run"  and 
"door,"  he  might  be  required  to  use  them  in  the  sentence 
"Run  to  the  door."  Thus  the  words  "to"  and  "the"  are 
learned  in  the  context.  A  new  word  should  not  be  given 
till  it  has  been  developed  in  an  oral  sentence. 

The  Change  from  Script  to  Print,  or  Vice  Versa. — Once 
the  children  are  familiar  with  the  script  form  of  a  variety 
of  short  sentences,  a  transition  to  the  printed  form  should 
be  made.  Script  and  print  are  so  closely  allied  in  form 
that  this  change  can  be  brought  about  with  very  little 
difficulty.  Print  the  same  sentence  above  or  below  the 
script  form,  or  use  a  chart  having  the  printed  sentence, 
and  train  the  child  gradually  to  recognize  the  new  forms. 


24  COURSE  OF  STUDY 

The  chart  or  reader  may  then  be  advantageously  intro- 
duced. Teachers  who  desire  to  start  with  print  may  simply 
reverse  this  scheme. 

Story  Telling  and  Reading  to  the  Pupils.— It  is  highly 
recommended  that  the  teacher  devote  an  occasional  period 
to  the  telling  and  reading  of  short  stories.  Much  suitable 
material  will  be  found  in  the  Bible  stories,  the  stories  of 
the  Saints,  as  suggested  in  the  Christian  Doctrine  Course, 
and  in  the  selections  indicated  in  the  literature  of  the 
grade.  The  aim  in  story  telling  should  be  threefold — to 
secure  accuracy,  to  increase  vocabulary,  to  habituate  the 
children  to  the  use  of  expressions  found  in  the  story  that 
seem  worth  while. 

Readers. — A  primer  or  easy  first  reader  should  be  used 
in  Grade  One-A.  This  text  may  be  placed  in  the  hands  of 
the  pupils  in  the  second  or  third  month.  A  first  reader 
should  be  used  and  completed  in  Grade  One-B.  The  child 
needs  much  and  varied  practice  in  the  words  which  he  has 
learned.  It  is  necessary,  then,  to  have  several  supple- 
mentary readers  of  even  grade. 

Reading  Devices. — There  are  many  devices  which  will 
assist  the  teacher  to  maintain  interest  and  to  develop  the 
art  of  reading.  (See  Course  in  Language,  First  Grade.) 
The  collecting  and  arranging  of  objects,  pictures,  drawing 
and  outline  sketches  in  order  to  match  the  vocabulary,  or 
to  follow  the  directions  of  the  sentence,  will  produce  good 
results.  It  will  prove  helpful  also  if  the  dramatic  instinct 
of  the  children  is  encouraged  and  occasionally  brought 
into  play  by  leading  them  to  act  the  lesson. 

Silent  Reading. — Easy  exercises  in  silent  reading  should 
be  started  in  Grade  One-B.  Gradually  cultivate  the  habit 
of  getting  meanings.  It  is  of  more  importance  that  the 
children  be  trained  to  thought-getting  than  to  the  covering 
of  a  maximum  number  of  pages. 

2.  Phonetics. — The  purpose  of  the  work  in  phonetics  is 
to  teach  the  child  to  associate  certain  sounds  with  certain 
forms ;  to  strengthen  his  vocal  organs ;  to  secure  clear  and 
distinct  enunciation,  and  to  develop  power  by  giving  the 
child  the  key  to  word  recognition,  making  him  more  inde- 
pendent in  the  mastery  of  new  words. 

The  phonetic  exercises  and  drill  should  be  kept  distinct 
from  the  reading  lesson. 

The  first  exercises  in  phonetics  should  be  very  simple. 

The  drills  should  be  short,  not  exceeding  five  or  six 
minutes  at  a  time. 


READING  25 

3.  Supplementary  Reading. — The  work  in  reading,  oral 
expression  and  literature  should  be  closely  correlated. 
It  is  recommended  to  have  at  hand  several  primers,  first 
readers,  and  easy  story  books,  suitable  to  the  capacity  of 
the  grade.  The  children  ought  to  have  read  at  least  two 
primers  and  two  first  readers  at  the  completion  of  Grade 
One-B. 

Note. — If  the  school  funds  do  not  warrant  the  purchase 
of  several  sets  of  supplementary  readers,  it  would  be  better 
to  have  from  six  to  ten  copies  of  five  or  six  supplementary 
readers  than  to  have  thirty  or  forty  of  one.  The  supple- 
mentary reading  could  then  be  conducted  in  groups, 
thereby  giving  each  child  the  benefit  of  reading  several 
books. 

TEXT  BOOKS  RECOMMENDED. 

Primers  and  First  Readers  (Phonetic) : 

The  Ideal  Catholic  (Sisters  of  St.  Joseph). 
The  Beacon  (Corona  Ed.)   (Fassett). 

Suggested    Supplementary    Primers,   First  Readers     and 
Readings : 

The  Winston  Primer   (Firman  and  Maltby). 
The  Winston  First  Reader. 
The  Magee  Primer. 
The  Magee  First  Reader. 

The  New  Catholic  National  (Benziger  Brothers). 
The  Standard  Catholic  (Doyle). 
The  De  La  Salle  Series  (Christian  Brothers). 
The  American  Catholic  Normal  (Harvey). 
Primer  (Elson  and  Runkel). 
Primer  (Elson  Readers  [New]). 
The  Browne  Readers  (Browne). 
Literary  Readers  (Young  and  Field). 
The  Riverside  Series  (Van  Sickle). 

Progressive  Road  to  Reading,  Book  I  (Burchill,  Ettinger 
&  Shimer). 

Stepping  Stones  to  Literature   (Arnold). 

Natural  Method  Readers   (McManus). 

First  Reader  (Baldwin  and  Bender). 

New  Sloan  Reader  (Sloan). 

Story  Hour  Readers  (Coe  and  Christie). 

The  Sunbonnet  Babies'  Primer  (Grover). 

Sunbonnets  and  Overalls  (Hogate  and  Grover). 

Everyday  Classics  (Baker  and  Thorndyke). 


26  COURSE  OF  STUDY 

OUTLINE. 
GRADE  TWO-A. 

1.  Reading. — Readings  from  the  blackboard,  sight  cards 
and  other  material  as  in  the  preceding  grades.  Introduce 
a  Second  Reader.  Action  reading  and  dramatization. 
Silent  readings.    Story  telling  and  reading  to  the  pupils. 

2.  Phonetics. — Review  the  work  of  the  preceding  grades ; 
continue  and  develop  the  system  as  there  introduced. 

3.  Supplementary  Reading. — First  Readers  not  previ- 
ously read.  Easy  Second  Readers  and  selections  from 
various  other  sources  adapted  to  the  capacity  of  the  pupils. 

GRADE  TWO-B. 

1.  Reading. — Continue  the  work  as  indicated  for  Grade 
Two-A;  complete  the  basal  Second  Reader.  Sight  read- 
ings. 

2.  Phonetics. — Continue  the  work  as  in  the  previous 
grades. 

3.  Supplementary  Reading. — Easy  Second  Readers; 
interesting  selections  from  other  sources  adapted  to  the 
capacity  of  the  pupils. 

SYLLABUS. 
GRADES  TWO-A  AND  TWO-B. 

(Read  Syllabus  of  preceding  grades.) 

1.  Reading. — Continue  the  use  of  the  blackboard,  sight 
cards  and  other  devices  as  in  preceding  grades.  About 
half  of  the  Second  Reader  should  be  used  during  the  first 
term.  Select,  by  preference,  the  easier  and  more  interest- 
ing material. 

Each  lesson  should  be  well  planned  and  prepared  that 
the  children  will  not  have  to  be  interrupted  while  reading. 
By  means  of  conversations  the  minds  of  the  children  may 
be  made  ready  to  appreciate  the  subject  matter,  while 
blackboard  drill  will  insure  a  recognition  of  the  form  and 
an  understanding  of  the  meaning  of  the  words. 

Since  the  purpose  of  the  reading  lesson  is  to  teach  first 
the  thought,  then  the  expression  of  the  thought,  there 
should  be  frequent  exercises  in  silent  reading.  Read  and 
follow  the  suggestions  for  silent  reading  previously  given. 

Dialogues,  dramatizations  and  action  reading  will  add 
to  the   child's  interest  and  enjoyment,  while   greatly  im- 


READING  27 

proving   the   quality   of   the   reading.     Story   telling   and 
reading  to  the  pupils  will  likewise  serve  as  a  stimulus. 

Give  special  attention  to  phrasing,  natural  pauses,  clear 
and  distinct  utterance  in  an  easy  speaking  tone.  Check  the 
high-pitched  voice.  Let  the  pronunciation  be  correct  and 
distinct,  and  the  inflection  natural.  Give  much  practice  in 
easy  sight  reading. 

2.  Phonetics. — Read  the  phonetic  syllabus  for  the  pre- 
ceding year.  Review  and  strengthen  the  work  of  the  first 
year.  Continue  the  system  of  phonetics  inaugurated  in 
the  first  grade.  Give  daily  drills  independently  of  the 
reading  lesson.  If  the  children  cannot  apply  the  phonetic 
elements  to  new  words  as  they  meet  them,  the  teacher's 
work  has  been  in  vain. 

Words  frequently  mispronounced,  namely,  "drawin'," 
"readin',"  "lawr,"  "an"'  for  "and,"  "kep,"  "writin'," 
"pitcher"  for  "picture,"  etc.,  should  be  selected  for  special 
drill. 

3.  Supplementary  Reading. — Read  the  syllabus  for  the 
first  year.  Give  much  supplementary  reading.  It  is  a 
stimulus  to  interest  and  it  enlarges  the  child's  vocabulary. 
At  the  end  of  this  year  several  supplementary  readers  or 
other  books  should  have  been  read.  Much  suitable  material 
may  be  found  in  the  poems,  stories  and  fables,  indicated 
in  the  oral  language  of  the  grade. 

Recommended  Second  Readers  (Phonetic) : 
The  Ideal  Catholic  (Sisters  of  St.  Joseph). 
The  Beacon  (Corona  Ed.)   (Fassett). 

Suggested  Supplementary  Second  Readers  and  Readings: 

The  Winston  Second  Reader  (Firman  and  Maltby). 
The  Standard  Catholic  (Doyle). 
The  De  La  Salle  Series   (Christian  Brothers). 
The  New  Catholic  National  (Benziger  Brothers). 
The  American  Normal  Catholic   (Harvey). 
The  Magee  Reader  (Book  II). 
Primary  School  Readers,  Book  II  (Elson  [W.  H.]). 
Progressive    Road    to    Reading    (Burchill,    Ettinger    & 
Shimer). 
Literary  Readers  (Young  and  Field). 
The  Browne  Readers  (Browne). 
Stepping  Stones  to  Literature  (Arnold). 
The  Cyr  Dramatic  Reader. 

The  Heart  of  Oak  (Book  I)   (Baldwin  and  Bender). 
Riverside  Series  (Van  Sickle). 
Reading  Literature  Series  (Free-Treadwell). 
The  Hiawatha  Primer  (Holbrook). 


28  COURSE  OF  STUDY 

Religion  (Book  I)   (Very  Rev.  T.  E.  Shields). 

Natural  Method  Readers   (McManus). 

New  American  Readers  (Book  I)   (Horn-Shurter-Baugh). 

Overall  Boys  (Grover). 

Everyday  Classics  (Baker  and  Thorndyke). 

Story  Hour  Readers  (Coe  and  Christie). 

Poems  for  Memorizing  (Part  I)  (Alice  Rose  Power). 

Child's  Garden  of  Verse  (Stevenson). 

OUTLINE. 
GRADE  THREE-A. 

1.  Reading. — Reading  from  a  basal  Third  Reader. 
Drills  in  fluent  sight  reading.  Frequent  exercises  in  silent 
reading.  Action  reading  and  dramatization.  Story  telling 
and  reading  to  the  pupils. 

2.  Phonetics. — Occasional  drills  in  the  work  of  the  pre- 
vious grades.  Special  attention  to  defective  enunciation 
and  faulty  pronunciation. 

3.  Supplementary  Reading. — Interesting  Second  Read- 
ers not  previously  used;  easy  Third  Readers;  selections 
from  other  sources  adapted  to  the  capacity  of  the  pupils; 
Bible  stories  and  stories  of  the  Saints.  Use  grade  library 
books.    Encourage  the  home  reading  habit. 

GRADE  THREE-B. 

1.  Reading. — Completion  of  the  basal  Third  Reader. 
Continue  the  other  work  as  indicated  in  Grade  Three-A. 

2.  Phonetics. — Drills  in  previous  work.  Special  exer- 
cises to  correct  faulty  enunciation  and  pronunciation. 

3.  Supplementary  Reading. — Easy  Third  Readers  and 
selections  within  the  capacity  of  the  pupils  as  suggested 
in  the  preceding  grade. 

SYLLABUS. 
GRADES  THREE-A  AND  THREE-B. 

(Read  the  Syllabus  of  preceding  grades.) 

1.  Reading. — The  suggestions  outlined  in  the  Syllabus 
of  the  preceding  grades  apply  here.  See  that  every  word 
in  the  lesson  is  known  at  sight  before  the  reading  lesson 
proper  is  taken  up.  Though  the  words  in  the  reading 
lesson  are  found  in  the  child's  vocabulary,  do  not  take  it 


READING  29 

for  granted  that  he  understands  them.  Question  him  freely 
to  see  that  the  words  mean  something  to  him,  and  that 
they  convey  his  meaning  to  others.  Occasionally  give  new 
matter  within  the  capacity  of  the  pupils  to  be  read  at  sight. 

The  main  purpose  of  reading  is  to  understand  the 
thoughts  of  the  author  and  to  communicate  these  thoughts 
to  others.  To  further  this  work  it  is  necessary  to  stress 
silent  reading.  The  material  must  be  interesting  and  within 
the  child's  experience.  The  teacher  should  guide  and  direct 
the  children  in  this  work.  Have  the  children  read  com- 
plete sentences  from  the  board  or  entire  paragraphs  from 
their  books  silently;  then  call  upon  them  to  express  the 
thought  orally.  Occasionally  follow  the  silent  reading  by 
questioning.  Numerous  exercises  of  this  type  will  prevent 
the  habit  of  word  calling. 

Frequent  exercises  in  dramatic  reading  and  action  read- 
ing should  be  held.  Exercises  of  this  nature  offer  very 
suitable  means  to  commemorate  the  anniversaries  of  the 
various  heroes  and  events  that  have  had  a  leading  part  in 
the  making  of  the  history  of  both  our  Country  and  our 
Church. 

The  telling  and  reading  of  stories  to  the  pupils  should 
be  continued.  Read  stories  or  a  series  of  stories  in  which 
the  same  characters  appear,  and  poems  that  are  within  the 
comprehension  of  the  pupils. 

2.  Phonetics. — Give  frequent  drills  in  the  work  of  the 
previous  grades.  Drill  on  words  often  mispronounced, 
and  give  special  attention  to  enunciation  of  initial  letters 
and  final  consonants,  also  to  coloration  of  vowels  accented 
and  unaccented.  Give  exercises  to  secure  clear  enunciation, 
correct  pronunciation  and  suitable  volume  of  voice. 

3.  Supplementary  Reading. — Read  the  Syllabus  of  pre- 
ceding grades.  Second  Readers  not  previously  read  may 
be  used  during  the  first  months  of  the  year,  then  gradually 
introduce  Third  Readers.  Home  reading  should  be  encour- 
aged and  directed.  Use  poems,  stories,  fables,  Bible  history 
stories,  and  stories  of  the  Saints  for  supplementary  reading. 

Recommended  Third  Readers : 

The  Ideal  Catholic  Reader  (Sisters  of  St.  Joseph). 

The  Standard  Catholic  Reader  (Doyle). 

The  De  La  Salle  Series  (Christian  Brothers). 

The  New  Catholic  National  Reader  (Benziger  Brothers). 

Elson  Primary  School  Reader  (Elson  [W.  H.]). 

Everyday  Classics  (Baker  and  Thorndyke). 

Literary  Reader   (Young  and  Field). 


30  COURSE  OF  STUDY 

Suggested  Supplementary  Third  Readers  and  Readings: 

Fifty  Famous  Stories  Retold  (Baldwin). 
Riverside  Series   (Book  III)    (Van  Sickle). 
Natural  Method  Series  (Book  II)    (McManus). 
Reading  Literature  Series   (Book  III)   (Free-Treadwell). 
Progressive  Road  to  Reading   (Introductory  Book  III) 
(Burchill,  Ettinger  &  Shimer). 
The  Holton-Curry   (Book  III)    (Holton-Curry). 
Evenings  With  Grandpa  (Part  I)  (Davis). 
Fairy  Plays  for  Children  (Goodlander). 
New  American  Reader  (Book  II)   (Horn-Shurter-Baugh). 
Religion  (Book  II)   (Very  Rev.  T.  E.  Shields). 
Art,  Literature  (Book  III)   (Chutter). 
Story  Hour  Readers  (Coe  and  Christie). 
Browne  Readers  (Browne). 

Poems  for  Memorizing  (Part  I)   (Alice  Rose  Power). 
Dramatic  Reader  for  Lower  Grades  (Holbrook). 
The  Winston  Third  Reader  (Firman  and  Maltby). 
The  Magee  Reader  (Book  III). 
Around  the  World  With  the  Children   (Carpenter). 
Eugene  Field  Reader. 

OUTLINE. 
GRADE  FOUR-A. 

1.  Reading. — Reading  from  Fourth  Reader  and  other 
readers  suitable  to  the  grade.  Exercises  in  sight  reading. 
Daily  practice  in  silent  reading.  Dramatization  of  stories, 
and  action  reading. 

2.  Phonetics. — Systematic  review  of  the  work  of  the 
preceding  grades.  Stress  clear  enunciation  and  correct 
pronunciation. 

3.  Supplementary  Reading. — Third  Readers,  easy 
Fourth  Readers,  stories  and  selections  from  other  sources, 
Bible  history  stories,  stories  of  the  Saints;  readings  in 
history,  biography  and  geography.  Encourage  the  home 
reading  habit,  and  direct  the  same. 

GRADE  FOUR-B. 

1.  Reading. — Completion  of  the  Fourth  Reader.  Con- 
tinue the  various  features  as  outlined  in  Grade  Four-A. 
Silent  reading  of  related  paragraphs. 

2.  Phonetics. — Continue  the  work  as  indicated  in  pre- 
vious grades. 

3.  Supplementary  Reading. — Easy  Fourth  Readers  and 
selections  from  other  sources  indicated  in  the  previous 
grade. 


READING  31 

SYLLABUS. 
GRADES  FOUR-A  AND  FOUR-B 

(Read  the  Syllabus  for  Second  and  Third  Grades.) 

1.  Reading. — Continue  the  general  scheme  as  outlined 
in  the  Third  grade,  using  a  Fourth  Reader.  Stress  silent 
reading.  Exercises  in  fluent  sight  reading.  Give  careful 
attention  to  accent,  emphasis,  inflection.  Use  blackboard 
drills  for  the  study  of  new  or  difficult  words.  Dramatiza- 
tion. Telling  stories  to  the  pupils  and  reading  choice  selec- 
tions will  be  beneficial. 

There  will  not  be  much  need  of  teaching  reading  as  such 
in  the  following  grades,  if  it  is  well  taught  in  this.  The 
pupils  have  been  learning  to  read  thus  far.  If  the  work 
has  been  thoroughly  done  the  remainder  of  the  course  can 
be  chiefly  devoted  to  reading  to  learn.  After  a  silent 
reading  the  child  should  now  be  able  to  give  the  substance 
of  any  paragraph  suitable  to  the  grade. 

2.  Phonetics. — Review  the  work  of  the  preceding  grades. 
Drill  on  the  various  sounds  of  the  vowels  and  consonants. 
Train  the  organs  of  hearing  so  as  to  distinguish  readily 
and  accurately  the  different  sounds;  also  the  organs  of 
speech  to  produce  those  sounds  with  ease  and  accuracy. 
Aim  to  secure  distinct  articulation  and  correct  pronuncia- 
tion. Mark  the  tendency  to  eliminate  unaccented  short 
vowels.  Teach  the  use  of  diacritical  marks  in  conjunction 
with  the  use  of  the  dictionary. 

3.  Supplementary  Reading. — Correlate  this  with  other 
subjects  of  the  grade — Bible  history,  geography,  etc.  Use 
Third  Readers  not  previously  used ;  easy  Fourth  Readers ; 
the  grade  literature,  and  library  books  adapted  to  the  ca- 
pacity of  the  pupils.  Encourage  and  direct  the  home 
reading. 

Recommended  Fourth  Readers: 

The  Ideal  Catholic  (Sisters  of  St.  Joseph). 

The  De  La  Salle  Series  (Christian  Brothers). 

The  Standard  Catholic  (Doyle). 

The  New  Catholic  National  (Benziger  Brothers). 

Elson  Primary  Reader  (Elson). 

Everyday  Classics  (Baker  and  Thorndyke). 

Literary  Reader  (Young  and  Field). 

Suggested  Supplementary  Fourth  Readers  and  Readings : 

The  above  mentioned  readers  not  used  as  text  books. 
Third  Reader  (Very  Rev.  T.  E.  Shields). 


32  COURSE  OF  STUDY 

The  Divine  Story  (Holland). 

Riverside  Series  (Van  Sickle). 

Stepping  Stones  to  Literature  (III)  (Arnold). 

New  American  Reader  (Book  III)  (Horn-Shurter- 
Baugh). 

Natural  Method  Reader  (McManus). 

Fourth  Reader   (Carpenter  and  Baker). 

Progressive  Road  to  Reading  (Burchill-Ettinger-Shimer). 

Fourth  Reader   (Holton-Curry). 

Jesus  of  Nazareth   (Mother  Loyola). 

Stories  of  Great  Americans  for  Little  Americans  (Eggles- 
ton). 

Defoe's  Robinson  Crusoe  Retold  (Baldwin). 

Stories  for  Children  (Lane). 

Fifty  Famous  Stories  Retold  (Baldwin). 

Poems  for  Memorizing  (Part  I)    (Alice  Rose  Power). 

Graded  Literary  Reader   (Wheeler). 

Children's  Classics  in  Dramatic  Form  (Book  III). 

Poems  by  Grades   (Harris  and  Gilbert). 


READING  AND  LITERATURE 


GRADES  FIVE-A  AND  FIVE-B 

OUTLINE 

1.  Formal  Reading.— A  Fifth  Reader  supplemented  by 
other  readers  and  selections  of  equal  grade.  Exercises  in 
vocal  expression;  drills  for  correct  enunciation.  Exercises 
in  sight  reading.  Dramatization.  Use  of  the  dictionary 
and  books  of  reference. 

2.  Silent  Reading. — This  vital  element  in  reading  should 
be  carefully  guided  and  directed.  Correlate  with  other 
subjects.  Train  pupils  to  make  simple  reports  or  sum- 
maries of  easy  selections. 

3.  Literature. — Selections  in  prose  and  verse.  Appreci- 
ative study  of  easy  selections.  Stories  and  poems  read 
and  recited  by  the  teacher.  Assigned  easy  readings.  Use 
of  class  library.    Home  reading  lists. 

SYLLABUS 

1.  Formal  Reading. — Oral  reading  is  continued  in  this 
grade  in  order  to  develop  an  easy,  expressive  and  intelli- 
gent manner  of  reading.  On  the  completion  of  the 
grade,  the  child  should  be  able  to  read  easy  selections 
without  hesitancy  and  with  good  expression.  To  accom- 
plish this,  special  attention  should  be  given  to  the  chief 
mechanical  features  of  reading,  stressing  phrasing,  well- 
pitched  tone  of  voice,  and  clear  enunciation.  Require  the 
children  to  take  a  good  position,  and  to  read  so  that  they 
may  be  heard  in  all  parts  of  the  room. 

The  pupils  should  be  gradually  trained  in  the  use  of 
the  dictionary.  Note  books  for  new  words  should  be  kept 
by  the  pupils.  If  these  books  are  examined  and  rated 
periodically  by  the  teacher,  the  interest  and  efforts  of  the 
pupils  will  be  greatly  stimulated. 

Dramatic  representations  may  be  used  to  great  advan- 
tage to  awaken  interest,  to  develop  thought,  and  to  enable 
the  child  to  overcome  self-consciousness.  (See  ''Dramatiza- 
tion," as  suggested  for  this  grade  in  the  Language  Course.) 

2.  Silent  Reading. — The  vital  element  of  reading, 
thought-gathering,  is  mainly  developed  by  means  of  silent, 
selective  reading.     Owing  to  its  important  bearing  upon 

[  33  ] 


34  COURSE  OF  STUDY 

the  work  of  the  grammar  grades,  as  well  as  upon  the 
future  mental  activities  of  the  child,  silent  reading  should 
be  given  more  attention  than  heretofore.  The  material 
for  the  silent  reading  periods  requires  thoughtful  selection. 
The  matter  selected  should  differ  from  that  used  for  the 
oral  reading  lesson;  it  should  be  interesting  and  within 
the  child's  experience.  The  teacher  will  find  valuable 
suggestions  in  "How  to  Teach  the  Fundamental  Subjects" 
(Kendall  and  Mirick),  pp.  37-40. 

The  work  in  silent  reading  will  be  more  effective  and 
interesting  if  it  is  correlated  with  other  subjects  of  the 
grade.  The  courses  in  religion,  geography  and  history- 
offer  excellent  opportunities  of  extending  and  enlarging 
this  work.  Train  the  children  to  take  brief  notes  as  they 
read,  also  to  make  simple  reports,  and  outlines  of  various 
selections. 

3.  Literature. — The  hymns  and  poems  of  the  Christian 
Doctrine  Course,  the  short  selections  indicated  under  "Oral 
Expression"  in  the  Language  Course,  and  those  suggested 
here,  will  give  ample  material  for  memory  work,  and  suit- 
able matter  for  appreciative  study.  About  six  lines 
of  verse  or  an  equivalent  amount  of  prose  should  be  mem- 
orized every  week.  This  work  should  be  closely  correlated 
with  that  of  "Oral  Expression." 

Encourage  and  supervise  use  of  library  and  teach  use  of 
references.  The  children  should  be  given  an  opportunity  to 
discuss  their  reading.  In  selecting  the  reading  material  the 
interests  and  tastes  of  the  children  should  be  considered,  but 
these  must  not  be  the  sole  guide.  Their  moral  training  and 
religious  life  should  be  placed  beyond  all  else.  At  least 
two  good  books  should  be  read  each  term. 

(a)  Selections  for  memory  work.  At  least  three  of  the 
following,  or  similar  selections,  should  be  memorized  each 
term: 

The  Old  Oaken  Bucket  (Woodworth). 

My  Beads   (Father  Ryan). 

Two  Went  Up  to  the  Temple,  etc.   (Crashaw). 

The  Holy  Land   (Gilder). 

I  Know  a  Bank  (Shakespeare). 

Mary  (J.  B.  O'Reilly). 

The  Harp  That  Once  Through  Tara's  Halls  (Moore). 

Home,  Sweet  Home  (Payne). 

The  Corn  Song  (Whittier). 

The  Tax  Gatherer  (Father  Tabb). 

Break,  Break,  Break  (Tennyson). 

The  Village  Blacksmith  (Longfellow). 


READING  AND  LITERATURE  35 

Unseen  Yet  Seen  (E.  C.  Donnelly). 

They  Say  I  Do  Not  Love  Thee  (Rev.  Dr.  Pise). 

September  (H.  H.  Jackson). 

The  Best  That  I  Can  Do  (Unknown). 

The  Star-Spangled  Banner  (Key). 

Come  to  Jesus  (Father  Faber). 

Woodman,  Spare  That  Tree   (Morris). 

The  Builders  (Longfellow). 

(b)  Selections  for  appreciative  study.  Two  may  be  taken 
each  term: 

The  Brook  (Tennyson). 

The  Planting  of  the  Apple  Tree  (Bryant). 

The  Angel's  Story  (Proctor). 

Abou  Ben  Adhem  and  the  Angel  (Hunt). 

The  Legend  of  St.  Nicholas  (Unknown). 

The  Birch  Canoe  (Longfellow). 

My  Guardian  Angel  (Newman). 

The  Golden  Legend  (Donnelly). 

Independence  Bell  (Unknown). 
Recommended  Fifth  Readers: 

The  Standard  Catholic  (Doyle). 

The  New  Catholic  National  (Benziger  Brothers). 

The  De  La  Salle  Series  (Christian  Brothers). 

The  Ideal  Catholic   (Sisters  of  St.  Joseph). 

Grammar  School  Readers  (Book  I)  (Elson  &  Keck). 

Everyday  Classics  (Baker-Thorndyke). 

Literary  Reader  (Young  and  Field). 
Suggested    Supplementary    Fifth    Readers    and  Assigned 

Readings : 

The  above  mentioned  readers  not  used  as  text  books. 

Religion  (Book  III)   (Very  Rev.  T.  E.  Shields). 

Stories  of  Great  Heroes  (Rev.  James  Higgins). 

Riverside  Series,  Fourth  Reader  (Van  Sickle). 

Expressive  Readers  (Baldwin-Bender). 

Progressive  Road  to  Reading  (Burchill,  Ettinger  & 
Shimer). 

The  American  Reader  (Book  IV)   (Horn-Shurter-Baugh). 

Jesus  of  Nazareth  (Mother  Loyola). 

Alice's  Adventures  in  Wonderland  (Carroll). 

The  Story  Ever  New  (Rev.  J.  Higgins). 

Through  the  Looking  Glass  (Carroll). 

Wonder  Book  (Hawthorne). 

Text  Books  of  Religion  (Book  IV)    (Father  Yorke). 

Tanglewood  Tales  (Hawthorne). 

Story  of  the  Friends  of  Jesus  (Religious  of  the  Holy 
Child). 


36  COURSE  OF  STUDY 

Merry  Adventures  of  Robin  Hood  (Pyle). 

The  Divine  Story  (Holland). 

Story  of  Jesus  (R.  Mulholland). 

Blind  Agnes  (R.  Mulholland). 

Dramatic  Reader  for  Grammar  Grades  (Knight). 

Graded  Literary  Reader   (Wheeler) 

GRADES  SIX-A  AND  SIX-B. 
OUTLINE. 

1.  Formal  Reading. — A  Sixth  Reader,  or  other  reading 
material  suitable  to  the  grade.  Drills  for  clear  enuncia- 
tion. Exercises  in  public  speaking.  Dialogues  and  dra- 
matic representations.    Use  of  the  dictionary. 

2.  Silent  Reading. — The  vital  element  in  reading.  Care- 
fully direct  and  supervise  this  work.  Correlate  with  other 
subjects.  Train  to  make  brief  digests  and  outlines,  and 
to  take  notes  while  reading. 

3.  Literature. — Selections  in  prose  and  verse.  Appreci- 
ative reading  from  the  Old  and  New  Testaments,  and  from 
standard  literature.  Assigned  readings.  Use  of  library. 
Home  reading  lists. 

SYLLABUS. 

1.  Formal  Reading. — Read  the  syllabus  of  the  preceding 
grade.  A  Sixth  or  other  advanced  Reader  should  form  the 
basal  work  of  this  grade.  Give  frequent  exercises  in  voice 
^culture  to  ensure  good  Jtone,  correct  articulation;  also 
frequent  exercises  in  public  speaking  to  develop  expressive 
oral  reading. 

Train  the  children  to  use  the  dictionary  intelligently  and 
to  consult  it  for  the  pronunciation  and  meaning  of  both 
new  and  doubtful  words.  Teach  them  to  use  the  various 
indexes,  as  also  the  encyclopedia  and  other  works  of  ref- 
erence. 

2.  Silent  Reading. — Continue  the  work  as  outlined  in 
the  syllabus  for  Grades  Five-A  and  Five-B.  Hold  the 
pupils  responsible  for  the  content  of  their  various  readings. 

3.  Literature. — Read  the  syllabus  of  the  preceding 
grade.  At  least  six  lines  of  verse,  or  an  equivalent  amount 
of  prose,  should  be  memorized  each  week.  This  work 
should  be  closely  correlated  with  ' '  Oral  Expression. ' '  Easy 
selections  of  greater  length  may  now  be  used  for  apprecia- 
tive study.  At  least  two  selections  should  be  studied  each 
term. 


READING  AND  LITERATURE  37 

The  use  of  the  library  should  be  encouraged.  At  least 
two  good  books  should  be  read  each  term.  The  children 
should  be  guided  in  their  home  readings  and  given  lists  of 
suitable  books. 

(a)  Selections  for  memory  work.  At  least  three  of  the 
following,  or  similar,  selections  should  be  memorized  each 
term: 

To  a  Sea-Gull  (Griffin). 

Breathes  There  a  Man?  (Scott). 

The  American  Flag  (Drake). 

The  Sign  of  the  Cross  (Newman). 

The  Christmas  Babe  (Father  Tabb). 

One  by  One  (Proctor). 

Nobility  (A.  Carey). 

Burial  of  Sir  John  Moore  (Wolfe). 

The  Rosary  (Brother  Azarias). 

I  Saw  From  the  Beach  (Moore). 

"When  Through  Life  Unblest  We  Roam   (Moore). 

Lead,  Kindly  Light   (Newman). 

Warren's  Address   (Pierpont). 

The  Flag  of  Our  Country  (Winthrop). 

The  Flag   (Father  Pise). 

Sheridan's  Ride  (Read). 

The  Skylark  (Hogg). 

(b)  Selections  for  appreciative  study.  Two  may  be 
taken  each  term: 

The  Barefoot  Boy  (Whittier). 

The  Psalm  of  Life  (Longfellow). 

The  Inchcape  Rock  (Southey). 

King  of  the  Golden  River   (Ruskin). 

The  Legend  of  the  Crossbill  (Longfellow). 

Legend  Beautiful  (Longfellow). 

Marco  Bozarris  (Halleck). 

The  Burial  of  Moses  (Alexander). 

The  Wreck  of  the  Hesperus  (Longfellow). 

The  Sermon  of  St.  Francis   (Longfellow). 

An  Order  for  a  Picture  (Alice  Carey). 

Recommended  Sixth  Readers: 

The  New  Catholic  National  (Benziger  Brothers). 
The  Standard  Catholic  (Doyle). 
The  De  La  Salle  Series  (Christian  Brothers). 
The  Ideal  Catholic  (Sisters  of  St.  Joseph). 
Grammar  School  (Book  II)  (Elson  &  Keck). 
Everyday  Classics  (Baker-Thorndyke). 
Literary  Readers  (Young  and  Field). 


38  COURSE  OF  STUDY 

Suggested    Supplementary    Sixth   Readers    and    Assigned 
Readings : 

The  above  mentioned  readers  not  used  as  text  books. 

Graded  Literary  Reader  (Wheeler). 

Stories  Pictures  Tell  (Carpenter). 

Expressive  Readers  (Baldwin-Bender). 

Choice  Literature   (Williams). 

Riverside  Series  (Van  Sickle). 

Art  Literature  (Burke). 

Stepping  Stones  to  Literature  (Arnold). 

Children  of  Mary  (Father  Spillmann,  S.  J.). 

The  Cabin  Boys  (Father  Spillmann,  S.  J.). 

Lepers  of  Molokai  (Stoddard). 

Christmas  Stories  (Dickens). 

Story  of  the  Golden  Age  (Baldwin). 

The  Snow  Image   (Hawthorne). 

Tales  from  Shakespeare  (Lamb). 

Secrets  of  the  Woods  (Long). 

Tom  Playfair  and  Harry  Dee  (Father  Finn). 

Selections  from  Donnelly  and  Procter. 

Text  Books  of  Religion  (Book  V)   (Father  Yorke). 

Life  of  Our  Lord  (Mother  Salome). 

Story  of  the  Romans  (Guerber). 

Story  of  the  Greeks  (Guerber). 

Book  of  Joyous  Children  (J.  W.  Riley). 

Greek  Heroes  (Kingsley). 

King  Arthur  and  His  Knights  (Warren  or  Pyle). 

A  Dramatization  of  the  Song  of  Hiawatha  (Holbrook). 

Heroes  Every  Child  Should  Know  (Mabie). 

GRADES  SEVEN-A  AND  SEVEN-B. 
OUTLINE. 

1.  Appreciative  Reading  and  Literature. — A  basal  Liter- 
ary Reader  and  other  suitable  reading  material.  Appre- 
ciative reading  of  masterpieces  in  prose  and  verse,  includ- 
ing selections  from  the  Old  and  New  Testaments.  Memory 
selections.  Hymns  and  poems  from  the  Christian  Doctrine 
Course.  Assigned  readings.  Use  of  the  library,  and  list 
of  suitable  books  for  the  grade.     Directed  home  readings. 

2.  Silent  Reading. — Stress  this  element  of  reading. 
Carefully  direct  and  supervise  it.  Correlate  with  the  vari- 
ous subjects  of  the  Course  of  Studies.  Train  to  make  brief 
summaries  and  outlines,  and  to  take  notes  while  reading. 
Develop  an  intelligent  use  of  reference  books,  of  the  en- 
cyclopedia, and  the  dictionary. 


READING  AND  LITERATURE  39 

3.  Oral  Reading. — Occasional  review  exercises  stressing 
the  elements  of  expressive  oral  reading.  Frequent  exer- 
cises in  public  speaking. 

SYLLABUS. 

1.  Appreciative  Reading  and  Literature. — Reading  and 
literature  should  now  be  very  closely  correlated,  and  taken 
up  more  seriously.  The  main  purpose  of  reading  in  this 
grade,  as  in  all  the  more  advanced  grades,  is  to  teach  the 
pupils  what  to  read,  and  how  to  proceed  in  order  to  profit 
by  this  reading.  A  basal  literary  reader  which  offers  a 
variety  of  choice  selections  from  the  best  authors  may  be 
used  to  advantage.  This  matter  should  be  supplemented 
by  readings  from  the  Old  and  New  Testaments;  from 
stories  of  the  Saints  as  outlined  in  the  Christian  Doc- 
trine Course,  and  from  the  various  selections  suggested 
for  this  grade.  The  teacher  should  endeavor  to  foster 
and  to  develop  a  genuine  appreciation  of  the  choice 
language,  the  beautiful  thoughts  and  the  ennobling  inspira- 
tions found  in  the  masterpieces  of  the  great  authors. 

The  memorizing  of  selections,  at  least  ten  lines  a  week, 
should  be  continued,  as  in  the  preceding  grades. 

At  least  two  of  the  suggested  selections  for  appreciative 
reading,  one  of  prose  and  one  of  verse,  should  be  used  each 
term.  In  the  appreciative  reading  the  following  plan 
might  be  followed  to  advantage.  There  should  be  a  first 
rapid  reading  to  give  the  pupil  a  conception  of  the  piece 
as  a  whole  and  to  enable  him  to  understand  its  purpose 
and  plan.  Then  should  come  a  more  careful  study  of  the 
important  parts,  the  purpose  of  which  is  to  aid  the  pupil 
to  appreciate  the  power  and  beauty  of  the  selection. 
Finally  an  effective  oral  rendering  of  those  parts  which 
appeal  most  strongly  to  the  pupil  should  be  sought.  The 
children  may  be  made  acquainted  with  a  few  of  the  au- 
thors as  they  meet  them,  without  emphasizing  the  bio- 
graphical features. 

The  child's  ability  to  read  gives  him  a  key  to  that  which 
is  inspiring  and  beautiful  in  literature.  The  teacher  should 
then  foster  the  habit  of  reading,  and  encourage  the  use  of 
the  library.  As  the  ability  to  read  likewise  opens  up 
the  way  to  that  which  is  vicious  and  demoralizing,  it  is 
the  sacred  duty  of  the  teacher  to  direct  the  readings  of 
the  child.  Give  the  children  a  list  of  suitable  books  for 
the  grade,  at  least  two  of  which  should  be  read  each  term. 
The  books  should  be  complete  stories,  and  assigned  with- 
out any  effort  to  teach  science,  history  or  geography.   Give 


40  COURSE  OF  STUDY 

informal   talks   on   books   to   be   read   to   arouse   interest 
therein,  and  to  cultivate  a  love  of  good  literature. 

2.  Silent  Reading. — Continue  the  work  as  outlined  and 
suggested  in  the  two  preceding  grades.  Give  varied  and 
frequent  exercises  in  thought  interpretation.  Silent  read- 
ing should  be  closely  correlated  with  the  various  subjects. 
Carefully  direct  and  supervise  this  feature  of  reading  in 
order  that  the  child  may  acquire  the  power  to  interpret 
properly  the  thoughts  of  others,  and  at  the  same  time 
form  correct  habits  of  study.  Require  the  pupils  to  give 
an  account  of  their  readings  by  means  of  brief  oral  or 
written  summaries  and  outlines.  Train  the  pupils  to  take 
notes  while  reading,  and  to  make  extracts.  Teach  them 
to  make  an  intelligent  use  of  library  books,  encyclopedias 
and  other  works  of  reference. 

3.  Oral  Reading. — Though  oral  reading  is  now  given 
but  a  secondary  attention,  nevertheless  its  importance 
should  not  be  minimized.  Give  special  attention  to  tone, 
expression  and  phrasing.  Use  selections  and  passages  that 
afford  good  exercises  in  expressive  oral  reading.  These 
final  touches  on  oral  reading  may  be  very  effectively  fur- 
thered by  exercises  in  public  speaking.  The  various 
school  and  class  entertainments  offer  excellent  opportuni- 
ties to  develop  public  speaking.  Much  suitable  material 
may  be  found  in  the  selections  for  appreciative  readings, 
as  well  as  in  the  shorter  selections  and  poems,  as  indicated 
for  the  grade. 

Encourage  the  use  of  the  dictionary  for  the  study  of 
new  words,  definitions,  pronunciation  and  syllabication. 

(a)  Selections  for  memory  work.  At  least  four  of  the 
following,  or  similar,  selections  should  be  memorized  each 
term  : 

Oft  in  the  StiUy  Night  (Moore). 

We  Are  Free  (Tennyson). 

The  Tides  (Bryant). 

The  Paths  of  Death  (Faber). 

The  Angel's  Story  (Procter). 

The  Dandelion   (Lowell). 

The  Psalm  of  Life  (Longfellow). 

The  Day  Is  Done  (Longfellow). 

Good  Name  in  Man  and  Woman  (Shakespeare). 

Polonius'  Advice  (Shakespeare). 

Fiftieth  Birthday  of  Agassiz  (Longfellow). 

God  in  the  Night  (Ryan). 

The  Shamrock  (Moore). 


READING  AND  LITERATURE  41 

Crossing  the  Bar   (Tennyson). 

The  Bugle  Song  (Tennyson). 

Columbus — Westward  (Miller). 

Song  of  Marion's  Men  (Bryant). 

To  a  Skylark  (Shelley). 

Legend  of  Bregenz  (Procter). 

Trees   (Joyce  Kilmer). 

Charge  of  the  Light  Brigade  (Tennyson). 

I  Wandered  Lonely  as  a  Cloud  (Wordsworth). 

The  Bells  of  Shandon  (Mahoney). 

San  Francisco  (Harte). 

Ode  to  the  Brave  (Collins). 

The  Sunken  City  (Mangan). 

My  Birthday  (Moore). 

Christ's  Second  Coming  (Heber). 

Ring  Out,  Wild  Bells  (Tennyson). 

(b)  Suggested  selections  for  appreciative  reading  and 
study.  At  least  two  should  be  taken  each  term,  one  of 
verse  and  one  of  prose: 

Legend  of  Sleepy  Hollow  (Irving). 

Rip  Van  Winkle  (Irving). 

Hiawatha  (Longfellow). 

The  Great  Stone  Face  (Hawthorne). 

Sir  Galahad  (Tennyson). 

Vision  of  the  Monk  Gabriel  (Donnelly). 

The  Wreck  of  the  Hesperus  (Longfellow). 

Barbara  Frietchie  (Whittier). 

Legend  of  Bregenz   (Procter). 

Tales  of  a  Grandfather  (selections)   (Scott). 

The  Bivouac  of  the  Dead  (Theo.  O'Hara). 

The  Shepherd  of  King  Admetus   (Lowell). 

Macarius  the  Monk  (J.  B.  O'Reilly). 

William  Tell  and  the  Apple   (SchiUer). 

Horatius  (Macaulay). 

Apostrophe  to  the  Ocean  (Byron). 

Elegy  Written  in  a  Country  Churchyard  (Gray). 

Recommended  Literary  Readers: 

The  Ideal  Catholic  Literary  Readers  (Book  I)  (Sisters  of 
St.  Joseph). 

The  De  La  Salle  Series  (Book  VII)  (Christian  Brothers). 

The  Grammar  School  Readers  (Book  III)  (Elson  &  Keck) . 

The  New  Catholic  National  Readers  (Book  VII)  (Benziger 
Brothers). 

The  Standard  Catholic  Reader  (Book  Vn)   (Doyle). 

The  Holton-Curry  Readers  (Book  VII)    (Holton-Curry). 


42  COURSE  OF  STUDY 

Advanced  Literary  Reader  (Part  I)  (Young  and  Field). 
Everyday  Classics  (Book  VII)  (Baker  and  Thorndyke). 
Fourth  Reader  (C.  E.  Series)   (Shields). 

Suggested  Supplementary  Readings: 

The  above  mentioned  readers  not  used  as  text  books. 

Graded  Literary  Reader  (Wheeler). 

Baldwin    and    Bender    Seventh    Reader     (Baldwin    and 
Bender). 
.    Standard  Classics  Readers  (Book  III). 

Religion  (Book  V)    (Father  Yorke). 

Jesus  of  Nazareth  (Mother  Loyola). 

The  Best  Foot  Forward  (Father  Finn,  S.  J.). 

That  Football  Game  (Father  Finn,  S.  J.). 

The  Cricket  on  the  Hearth  (Dickens). 

Lives  of  Girls  Who  Became  Famous  (Bolton). 

Lives  of  Boys  Who  Became  Famous  (Bolton). 

Last  of  the  Mohicans  (Cooper). 

Girlhood  of  Mary  (Brunowe). 

A  College  Boy   (A.  Yorke). 

Story  of  King  Arthur  (Pyle). 

The  Snow  Image  (Hawthorne). 

St.  Anne  de  Beaupre  (Sadlier). 

Story  of  the  First  Christmas  Tree  (Van  Dyke). 

The  White  Ship  (Dickens). 

Alexander  the  Great  (Plutarch). 

Secrets  of  the  Woods  (Long). 

New  Testament  Stories  (Catholic  Truth  Society). 

A  Dramatization  of  the  Courtship  of  Miles  Standish. 

Children's  Classics  in  Dramatic  Form  (Book  V). 

GRADES  EIGHT-A  AND  EIGHT-B. 
OUTLINE. 

1.  Appreciative  Reading  and  Literature. — Appreciative 
reading  and  study  of  at  least  two  masterpieces  each  term, 
one  of  prose  and  one  of  verse.  Appreciative  reading  of 
selections  from  the  Old  and  New  Testaments,  from  stand- 
ard literature,  and  from  the  Christian  Doctrine  Course. 
Memory  selections.  Direct  the  use  of  the  library,  and  the 
home  reading.  List  of  suitable  books  for  the  grade,  and 
assigned  readings. 

2.  Silent  Reading. — Continue  as  in  the  preceding  grade. 
Supervise,  direct  and  correlate  the  work  with  various 
studies.      Special   exercises   in   making    brief   digests    and 


EEADING  AND  LITERATURE  43 

outlines.     Train  to  take  notes  while  reading  and  to  use 
reference  works  intelligently. 

3.  Oral  Reading. — Exercises  for  voice  culture,  phrasing, 
emphasis  and  expression.    Public  speaking. 

SYLLABUS. 

1.  Appreciative  Reading  and  Literature. — The  teacher 
should  read  carefully  the  suggestions  in  the  syllabus  of  the 
preceding  grade.  The  work  of  this  year  should  be  con- 
ducted in  much  the  same  manner  and  with  the  same  ideals. 
The  pupils  of  this  grade  are  older,  more  experienced,  and 
gifted  with  greater  reasoning  power,  hence  the  work  may 
be  carried  on  more  in  detail  than  heretofore.  At  least  two 
literary  wholes,  one  of  prose  and  one  of  verse,  should  be 
read  appreciatively  each  term.  This  work  should  be  sup- 
plemented by  appreciative  reading  and  memorizing  of 
various  short  selections. 

The  various  narrations,  character  studies  and  descrip- 
tions, as  found  in  the  literary  selections  of  the  grade, 
supply  beautiful  lessons  in  right  living.  Have  the  class 
make  a  special  study  of  portions  that  furnish  striking 
lessons  in  loyalty  to  God  and  to  country,  in  heroism,  and 
in  bravery.  Some  attention  should  be  paid  to  the  struc- 
ture and  form  of  the  various  kinds  of  composition.  The 
fine  passages,  beautiful  images,  a  happy  choice  of  words  or 
of  quoted  phrases  should  be  noted.  The  pupil  should  be 
encouraged  to  memorize  choice  selections  which  appeal  to 
him. 

The  plan  as  indicated  in  the  preceding  grade  for  the  use 
of  the  library,  list  of  suitable  books  and  assigned  readings, 
should  be  followed  in  this  grade.  Encourage  criticism  and 
discussion  of  the  books  read  at  home.  This  practice  will 
develop  more  intelligent  reading,  serve  to  cultivate  a  taste 
for  good  literature  and  give  a  special  zest  to  reading  in 
general. 

2.  Silent  Reading. — Give  many  and  varied  exercises  in 
silent  reading.  Carefully  direct  and  guide  the  work  of 
the  silent  reading  period.  It  should  be  closely  correlated 
with  the  various  branches  of  study.  Train  the  pupils  to 
take  notes  while  reading,  and  to  make  brief  summaries, 
outlines  and  character  sketches.  The  pupils  of  this  grade 
should  have  acquired  the  facility  to  use  intelligently  the 
unabridged  dictionary,  encyclopedia  and  library  reference 
books.     The  future  study  habits,  as  well  as  the  ability  to 


44  COURSE  OF  STUDY 

use  the  notebook  work  called  for  in  the  high  school, 
will  depend  much  upon  the  habits  developed  during  the 
silent  reading  periods  of  the  grades. 

3.  Oral  Reading. — Give  special  exercises  in  voice  culture 
to  develop  concise,  clear-cut  and  graphic  expression.  This 
work  should  be  very  closely  correlated  with  that  of  silent 
reading  and  "Oral  Expression,"  as  outlined  in  the  Language 
Course.  Continue  to  develop  the  art  of  public  speaking. 
The  periodic  and  informal  school  and  class  entertainments 
offer  excellent  opportunities  to  cultivate  oral  expression, 
and  to  develop  ease  and  self-confidence. 

(a)  Selections  for  memory  work.  At  least  four  of  the 
following,  or  similar,  selections  should  be  memorized  each 
term: 

Sound  the  Loud  Timbrel   (Moore). 

God's  Scholar  (Spalding). 

St.  Peter's  Rome   (Byron). 

Emmet's  Vindication. 

The  Cloud  (Shelley). 

Hark,  Hark,  My  Soul!  (Faber). 

Sonnet  to  Our  Lady  (Wordsworth). 

The  Name  of  Old  Glory  (J.  W.  Riley). 

Pilgrims  (J.  B.  O'Reilly). 

Speech  at  Gettysburg  (Lincoln). 

Self -Control  (Newman). 

June  and  Winter  (from  Sir  Launfal)    (Lowell). 

The  Spacious  Firmament   (Addison). 

The  Blue  and  the  Gray  (Finch). 

The  Frost  Spirit  (Whittier). 

A  Gentleman  (Newman). 

Words  (Procter). 

O  Captain,  My  Captain!  (Whitman). 

A  Man's  a  Man  for  a'  That  (Burns). 

The  Way  to  Heaven  (J.  C.  Holland). 

Opportunity  (Sill). 

Lead,  Kindly  Light  (Newman). 

Madrono  (Harte). 

The  Quality  of  Mercy  (Shakespeare). 

Charity  (St.  Paul)   (I  Cor.  xiii). 

The  Angelus  (Harte). 

The  Chambered  Nautilus  (Holmes). 

(b)  Suggested  topics  for  short  appreciative  readings  or 
assigned  readings: 

Dickens  in  Camp  (Harte). 
On  Good  Books  (Ruskin). 


READING  AND  LITERATURE  45 

Give  Me  Thy  Heart   (Procter).  , 

Monk  Felix  (Longfellow).  1 

Declaration  of  Independence. 

Address  to  His  Catholic  Fellow-Citizens  (Washington). 

The  Prodigal  Son  (Luke  xv:  11). 

The  Roman  Catholic  Church  (Macaulay). 

Poor  Richard's  Sayings  (Franklin). 

Bunker  Hill  Oration  (Webster). 

Cricket  on  the  Hearth  (Dickens). 

Sir  Galahad  (Tennyson). 

The  Ladder  of  St.  Augustine  (Longfellow). 

Fontenoy  (Davis). 

(c)  Literary  whales  for  appreciative  reading.  Two 
should  be  taken  each  term,  one  of  prose  and  one  of  verse: 

Evangeline  (Longfellow). 

The  Vision  of  Sir  Launfal  (Lowell). 

The  Lady  of  the  Lake  (Scott). 

A  Man  Without  a  Country  (Hale). 

The  Sketch  Book  (Irving). 

Snow-Bound  (Whittier). 

Tales  from  Shakespeare  (Lamb). 

The  Raven  (Poe). 

The  Bells  (Poe). 

Suggested  Supplementary  Reading  Material: 

The  Literary  whales  mentioned  in  (c)  which  are  not 
used  as  texts. 

The  following  texts  offer  much  suitable  material  for 
appreciative  readings: 

The  Ideal  Catholic  Literary  Readers  (Book  II)  (Sisters 
of  St.  Joseph). 

Grammar  School  Reader  (Book  IV)  (Elson  &  Keck). 

The  Standard  Catholic  Reader  (Book  VIII)   (Doyle). 

Advanced  Literary  Reader  (Part  II)  (Young  and  Field). 

The  Holton-Curry  Readers  (Book  VIII)    (Holton-Curry). 

The  De  La  Salle  Literary  Reader  (Book  II)  (Christian 
Brothers). 

Riverside  Series  (Book  VIII)   (Van  Sickle). 

Martyrs  of  the  Coliseum  (Reilly). 

Lays  of  Ancient  Rome  (Macaulay). 

Fabiola  (Wiseman). 

Jesus  of  Nazareth  (Mother  Loyola). 

New  Testament  Stories  (Catholic  Truth  Society). 

Short  Stories  (Catholic  Truth  Society).  , 


46  COURSE  OF  STUDY 

St.  La  Salle  (Brother  Leo). 

Letters  to  Jack  (Kelley). 

Callista  (Newman). 

Story  of  the  Acts  of  the  Apostles  (Father  Lynch), 

St.  Joan  of  Arc  (Father  Lynch). 

Two  Years  Before  the  Mast  (Dana). 

Fifth  Header  (C.  Ed.  Series)    (Shields). 

Masterpieces  of  American  Literature  (Scudder). 

Graded  Literary  Header  (Wheeler). 


SPELLING. 


OUTLINE. 


Instead  of  compiling  a  detailed  course  in  spelling  which, 
from  the  nature  of  the  subject,  would  mean  practically  the 
writing  of  a  text  book,  the  committee  decided  to  outline  a 
method  of  teaching  based  on  recent  researches  in  the 
subject.     The  following  is  submitted: 

Aim:  The  aim  in  the  teaching  of  spelling  is  to  effect  an 
automatic  control  over  written  word  forms  through  the 
medium  of  mental  images — visual,  auditory  and  motor.  In 
other  words,  the  child  is  to  be  taught  to  see,  hear,  pro- 
nounce and  write  words. 

Presentation:  It  is  obvious  that  the  method  of  approach 
is  all-important,  and  that  an  adequate  initial  presentation 
on  the  part  of  the  teacher  by  means  of  class  drill  is  requi- 
site for  correct  habit  formation  in  spelling. 

Suggestions  as  to  Method  of  Presentation: 

1.  Direct  attention  of  the  class  to  the  whole  word  on  the 

blackboard  or  in  the  book. 

2.  Pronounce  word  distinctly. 

3.  Develop  meaning  through  the  use  of  the  word  in  a 

sentence;  or,  if  necessary,  give  its  definition. 

4.  Have   children  pronounce   slowly   and   distinctly  by 

syllables. 

5.  Direct  attention  to  familiar,  unfamiliar  and  difficult 

parts  of  words;  select  and  underline  these  parts. 

6.  Impress  the  form  of  the  word  by  having  children 

close  their  eyes  and  try  to  visualize. 

7.  Have  oral  spelling  by  individuals  or  by  the  class.    In 

either  case,  the  oral  spelling  should  be  preceded  by 
a  clear  and  accurate  pronunciation  of  the  word 
by  the  children. 

8.  Have  the  children  write  the  word  a  few  times,  spell- 

ing it  quietly  as  they  write. 

To  summarize:  The  essentials  of  method  in  the  teach- 
ing of  spelling  are:     The  vivid  picturing  of  the  word  in 

[  47  ] 


48  COURSE  OF  STUDY 

whole  and  in  part;  attentive  repetition;  frequent  use  in 
drill  and  practice  until  the  spelling  becomes  automatic. 

Any  general  method  of  presentation  must  be  adapted  to 
differences  in  words  and  in  pupils. 

Value  of  Spelling:  The  study  of  spelling  has  value  for 
the  child  to  the  extent  that  the  words  learned  are  those 
that  he  uses  or  will  use  in  the  writing  involved  in  carrying 
on  the  affairs  of  life.  The  choice  of  words  is,  therefore, 
important. 

Word  Lists:  Economy  of  time  and  effort  demands  a 
list  of  the  words  commonly  used  in  the  writing  of  children 
and  adults.  Reliable  investigations  have  furnished  such 
lists,  which,  in  actual  class  work,  will  have  to  be  supple- 
mented according  to  needs  and  environment. 

Extent  of  Vocabulary:  It  has  been  proved  that  the 
number  of  words  to  be  taught  need  not  be  large;  that 
4000  or  5000  words  are  adequate  for  all  the  demands  that 
are  likely  to  be  made  on  the  average  person,  and  that  the 
thorough  teaching  of  3000  or  3500  selected  words  is  suffi- 
cient for  ordinary  use,  provided  that  training  be  given  in 
the  use  of  the  dictionary. 

Lesson  Allotment:  In  the  elementary  grades,  teach  two 
new  words  daily,  and  review  three  or  four  of  those  previ- 
ously learned. 

Review:  Frequent  and  systematic  review  is  the  only 
solution  for  the  problem  of  retention.  Oral  reviews  may 
take  the  form  of  competitive  drills. 

Dictation:  Apart  from  the  use  of  words  in  written  sen- 
tences, spelling  has  little  significance.  Therefore,  there  is 
need  for  carefully  planned  dictation  exercises,  either  as 
separate  sentences  or  as  short  paragraphs,  involving  famil- 
iar words.  The  short  exercises  for  dictation  found  in  the 
text  book  may  be  used  for  this  purpose,  or  the  teacher  may 
formulate  a  new  context. 

Enunciation:  Since  children  tend  to  spell  as  they  speak, 
insist  upon  clear  enunciation.  Give  attention  to  over- 
coming habitual  inaccuracies  of  speech. 

Class  Lists:  Lists  of  words  commonly  misspelled  in  the 
written  exercises  should  be  kept  by  the  teacher,  and  re- 
viewed periodically. 

Personal  Lists:  Teach  pupils,  from  the  Third  Grade  on, 
to  prepare  personal  lists,  comprising  mainly  those  words 


SPELLING  49 

misspelled  in  written  exercises.  The  keeping  of  such  lists 
will  require  supervision  on  the  part  of  teachers.  An  occa- 
sional test  may  be  given  from  these  note  books.  Pupils  in 
opposite  seats  may  dictate  words  to  each  other,  and  the 
written  papers  corrected  by  the  children  or  by  the  teacher. 
An  alphabetical  arrangement  of  lists  will  serve  as  a  pre- 
paratory training  for  the  use  of  the  dictionary. 

Dictionary:  From  the  Fourth  Grade  on,  children  should 
be  taught  to  use  the  dictionary.  In  this  connection,  the 
teaching  of  the  principal  diacritical  marks  will  be  of  value. 

Homonyms:  In  initial  presentation,  teach  homonyms 
separately ;  later,  in  related  groups. 

Prefixes  and  Suffixes:  Teach  the  common  prefixes  and 
suffixes. 

Grading:  There  is  little  agreement  on  the  grading  of 
words,  but  it  is  safe  to  hold  that  a  word  should  be  taught 
in  the  grade  where  the  demand  for  it  arises. 

Recommendations:  It  will  be  necessary  to  teach  children 
the  method  of  independent  study.  It  may  be  introduced 
at  the  end  of  the  class  drill,  by  allowing  a  few  minutes  for 
study  of  the  whole  list  of  words.  Each  pupil  should  be 
urged  to  spend  greater  time  on  the  words  that  are  difficult 
for  him.  The  time  for  independent  study  should  be  brief, 
so  as  to  insure  vigorous  attention.  At  the  end  of  this 
period,  call  upon  children  individually,  and  in  concert,  to 
spell  the  list  without  looking  at  the  book;  in  case  of  hesi- 
tancy, have  them  refer  to  the  book  again.  Finally,  dictate 
the  list  to  the  class,  using  each  word  in  a  sentence. 

In  review,  should  a  word  be  misspelled,  correct  it  imme- 
diately, orally  and  in  writing,  so  as  to  avoid  the  danger  of 
having  the  wrong  form  impressed. 

Cultivate  the  habit  of  verifying  the  spelling  or  the  pro- 
nunciation of  a  word  when  it  is  first  doubted. 

In  making  assignments  of  seat  work,  guard  against 
mechanical  repetition. 

Maintain  high  standards  of  accuracy  in  the  written  work 
in  all  subjects. 

The  following  texts  will  meet  the  requirements  of  this 
outline : 

Common  Word  Speller,  Books  I  and  II  (Lewis),  Ginn 
&  Co. 

Essentials  of  Spelling  (Pearson  and  Suzzallo),  American 
Book  Co. 


50  COURSE  OF  STUDY 

Test  and  Study  Speller,  Books  I,  II,  III  (Starch  &  Mirick), 
Silver,  Burdett  Co. 

Modern  Speller,  Books  I  and  II  (Van  Wagenen),  Mac- 
millan  Co. 

See  also: 

California  State  Speller  (Grace  Fernald). 

Ayres'  List  of  1000  Words. 


COURSE  OF  STUDY  IN  LANGUAGE, 
GRAMMAR  AND  COMPOSITION. 


FOREWORD. 


The  accompanying  outline  and  syllabus  are  intended  to 
cover  in  detail  the  language  work  of  the  first  four  grades, 
and  to  serve  as  a  guide  in  the  use  of  the  text  book  in  sub- 
sequent grades. 

Experience  has  shown  that  the  work  of  the  first  three 
grades  can  easily  be  carried  on  without  a  text  book. 

An  elementary  text  may,  if  so  desired,  be  introduced  into 
the  fourth  grade  and  completed  in  the  fifth  grade.  Care 
should  be  taken  to  select  a  text  which  places  the  emphasis 
on  practice  in  speaking,  reading,  interpreting  and  writing, 
under  the  guidance  of  the  teacher.  In  other  words,  a  text 
should  be  selected  in  harmony  with  the  course  here  out- 
lined. 

The  following  texts  meet  the  requirements  of  this  course 
of  study : 

Essentials  of  English,  Book  I  (Pearson  &  Kirchwey) . 

Essentials  of  English,  Book  II  (Pearson  &  Kirchwey). 

Oral  and  Written  Language,  Book  I  (Potter,  Jeschke  & 
Gillet). 

Oral  and  Written  Language,  Book  II  (Potter,  Jeschke  & 
Gillet). 

Everyday  English,  Book    I  (Baker  &  Thorndyke). 

Everyday  English,  Book  II  (Baker  &  Thorndyke). 

McFadden  Language  Series,  Book    I  (E.  B.  McFadden). 

McFadden  Language  Series,  Book  II  (E.  B.  McFadden). 

Should  there  be  reason  for  selecting  a  text  that  places 
the  emphasis  on  technical  grammar,  such  text  should  be 
supplemented  from  above  list. 

Teachers  should  familiarize  themselves  with  the  entire 
course  of  study,  and  plan  their  work  with  a  view  to  sup- 
plying any  deficiencies  found  in  the  pupils  at  the  time  of 
their  entry  into  a  grade. 

The  nomenclature  used  in  this  course  is  that  adopted  and 
recommended  by  the  committee  appointed  by  the  Catholic 

[  51  ] 


52  COURSE  OF  STUDY 

Educational  Association  in  the  Convention  of  1914,  and 
published  in  the  Report  of  November,  1915.  It  is  strongly 
recommended  that  teachers  conform  to  it  wherever  it  is 
possible  to  do  so  without  causing  confusion  in  the  mind  of 
the  child,  by  reason  of  difference  from  the  nomenclature 
followed  in  the  text  book  actually  used  in  the  school. 

Acknowledgment  is  gratefully  made  to  Ginn  &  Company 
for  permission  to  draw  largely  in  this  outline  from  "Lan- 
guage Work  in  Elementary  Schools,"  by  M.  A.  Leiper.  The 
teacher  will  find  in  this  book  many  useful  suggestions  and 
helps,  as  well  as  a  rich  store  of  teaching  material.  It  will 
prove  of  genuine  value  as  a  working  manual  for  daily  use. 
The  bibliography  will  be  especially  helpful,  for  it  contains 
all  the  references  that  the  grade  teacher  will  need. 

"Speaking  and  Writing  English,"  by  Sheridan,  published 
by  Sanborn  &  Company,  is  also  highly  recommended.  It 
presents  clear,  definite  standards  for  both  oral  and  written 
work  in  the  different  grades. 


GRADE  ONE-A. 
OUTLINE. 

I__ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation  Exercises. 

2.  Observation  Lessons. 

3.  Story  Telling. 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games. 

II—WRITTEN  LANGUAGE  WORK. 
Preparation  for  Written  Language. 

Ill— GENERAL  WORK. 

Desk  Work. 
Technical  Matters. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      53 

SYLLABUS. 

I— ORAL  LANGUAGE  WORK. 
Aim: 

To  encourage  free  conversation  about  things  in  which 
children  are  interested. 

To  secure  clear  articulation  and  correct  forms  in  every- 
day speech. 

To  lead  children  to  make  correct  and  complete  state- 
ments. 

Original  Expression: 

1.  Conversation  Lessons: 

Topics:  (a)  The  home;  the  child's  experiences; 
helping  mother  and  father;  toys  and  playthings; 
pets;  good  times.  (b)  The  school;  teacher; 
playmates;  games;  lessons,  (c)  Things  in  na- 
ture; flowers;  birds;  seasons;  holidays,  (d)  Pic- 
tures. 

2.  Observation  Lessons. 

Seeing  and  Telling. 
Objects,  Pictures,  etc. 

3.  Story-Telling — Reproductions. 

Use  short  stories  suited  to  the  age  of  child.    Bible 

stories.     Stories   of   child  life.     Animal  stories. 

Fairy  stories. 
Aim  at  correct  language  and  complete  statements, 

though   the   important  thing  is  to   develop   the 

imagination. 

Imitative  Expression: 

1.  Memorizing  Work — At  least  two  poems. 

Short  poems.  Mother  Goose  Rhymes.  Nursery 
Rhymes  and  Jingles.  The  Hymns  and  Poems 
indicated  for  this  grade  in  the  Christian  Doc- 
trine Course. 

Other  appropriate  poems  may  be  found  in  any 
collection  of  poems  suitable  for  children.  Se- 
lections may  be  made  from  the  following : 

Twinkle,  Twinkle,  Little  Star  (Taylor),  Little 
Birdie  (Tennyson),  The  Swing  (Stevenson),  Bed 
in  Summer  (Stevenson)  Rain  (Stevenson)  Little 
Things  (Brewer),  In  the  Heart  of  a  Seed  (K.  L. 
Brown),  Kind  Hearts  Are  the  Gardens  (selected). 

2.  Dramatization. 

Stories  read  aloud  by  the  teacher. 

3.  Language  Games. 


54  COURSE  OF  STUDY 

As  a  means  of  securing  correct  forms  of  speech. — 
In  this  grade  aim  at  correcting :  "I  seen  it."  "I 
done  it."  "I  ain't."  "It  was  me."  "I  ain't  got 
no  book."  "Me  and  him  did  it,"  and  a  few  other 
of  the  more  common  errors. 

II— WRITTEN  LANGUAGE  WORK. 

No  written  language  is  required  in  this  grade. 

A  preparation  for  written  work  may  be  made  by  a  me- 
thodical use  of  the  seat  work  accompanying  the  reading 
system  in  use. 

The  printed  word  cards  and  sentence  builders  afford  op- 
portunities for  teaching  proper  spacing,  placing  of  capitals, 
periods,  etc. 

Ill— GENERAL  WORK. 

Desk  Work. 

1.  Word  Cards. 

2.  Sentence  Building. 
Technical  Matters. 
Capitals  and  Punctuation. 

Attention  called  to  capital  at  the  beginning  of  sen- 
tence, period  at  the  end. 

GRADE  ONE-B. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation  Exercises. 

2.  Observation  Lessons. 

3.  Story  Telling — Reproductions. 

Imitative  Expression : 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games. 

II_WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.     Single  Sentence  Work. 

Imitative  Expression: 

1.  Copying  very  simple  sentences. 

2.  Very  easy  sentence  dictation. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      55 

III— GENERAL  WORK. 

Desk  Work. 
Technical  Matters. 


SYLLABUS. 

I— ORAL  LANGUAGE  WORK. 

Aim: 

Same  as  One-A. 

Original  Expression: 

1.  Conversation  Exercises. 

Continue  and  enlarge  work  of  Grade  One-A. 

2.  Observation  Lessons  and  Reports. 
Correlate  with  nature  study. 

3.  Story  Telling — Reproductions. 
Continue  the  work  of  Grade  One-A. 

Imitative  Expression: 

1.  Memorizing   Work. — Minimum   requirement,   two    or 

three  short  poems. 
Hymns  and  poems  assigned  to  this  grade  in  Christian 

Doctrine  Course. 
Other  poems  suitable  to  children  in  this  grade  may  be 

selected  from  list  under  Grade  One-A. 

2.  Dramatization. 

(a)  Stories  and  poems  in  the  school  reader  in  which 
the  dramatic  element  predominates. 

(b)  Other  stories  read  aloud  by  the  teacher. 

3.  Language   Games. 

Use  some  language  game  daily.  There  is  no  limit  to 
the  number  of  games  the  ingenious  teacher  can 
plan  to  meet  a  single  incorrect  expression,  e.  g., 
the  "I  seen"  habit. 

Select  a  few  common  errors  that  have  become  fixed 
habits  among  children  and  aim  at  correcting  these, 
mainly  by  oral  drills  on  the  correct  forms,  and 
especially  by  the  language  games. 

These  errors  are  mainly: 

1.  Verb  errors. 

2.  Pronoun  errors. 

3.  Colloquialisms. 

4.  Mispronunciation. 

Instance:     "Gimme  that."     "Whatcher  doinT 


56  COURSE  OF  STUDY 

II— WRITTEN  LANGUAGE  WORK. 
Original  Expression: 

1.     Single  Sentence  Work. 

Imitative  Expression: 

1.  Copying  very  easy  sentences. 

2.  Very  easy  sentence  dictation. 

Ill— GENERAL  WORK. 

Desk  Work. 

1.  Word  Cards. 

2.  Sentence  Building. 

The  child  should  learn  to  write  his  own  name  and 

address. 
He  should  have  considerable  practice   in  copying 

easy  script  sentences  from  the  blackboard. 

Technical  Matters. 

1.  Capitals:  At  the  beginning  of  sentence,  the  pronoun 

I,  the  child's  name.    Also  for  the  name  of  God. 

2.  Punctuation:   Period  at  the  end  of  sentence. 

3.  Correct  Usage.    Is  and  are;  was  and  were;  saw  and 

and  seen;  did  and  done;  I  and  me;  he  and  him; 
she  and  her. 

GRADE  TWO-A. 

OUTLINE. 

I_ORAL  LANGUAGE  WORK. 
Original  Expression: 

1.  Conversation  Exercises. 

2.  Observation  Lessons  and  Reports. 

3.  Story  Telling. 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games  and  Drills. 

II— WRITTEN  LANGUAGE  WORK. 
Original  Expression: 

1.     Simple  Sentence  Work. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      57 

Imitative  Expression: 

1.  Copying  Work. 

2.  Dictation  Exercises. 

Ill— GENERAL  WORK. 

Desk  Work. 
Technical  Matters. 


SYLLABUS. 

Aim: 

To  develop  ability  to  think  and  to  express  the  thought  in 
reasonably  correct  language. 

By  the  end  of  the  second  year,  the  pupil  should  be  able 
to  speak  or  write  three  or  four  logically  related  statements 
on  one  subject.  In  the  written  work,  a  knowledge  of 
certain  matters  pertaining  to  capitalization,  punctuation 
and  form  should  be  demanded. 

The  work  of  correcting  bad  habits  of  speech  should  be 
kept  up  unceasingly  by  the  teacher. 

The  correlation  of  nature  study  and  literature  with  lan- 
guage work  should  be  systematically  introduced  in  this 
grade. 

I_ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation  Exercises. 

Conversation  exercises  should  be  continued  along  the 
lines  suggested  in  the  First  Grade.  Matters  of 
general  interest  to  children  may  be  introduced. 
Holidays,  special  occasions,  the  circus,  etc.,  may  be 
used  for  topics.  Matters  connected  with  good 
manners  and  correct  personal  habits  may  find  place 
here. 

2.  Observation  Lessons  and  Reports. 

The  world  of  nature  affords  great  opportunity  for 
training  in  observation. 

Correlate  nature  study  with  the  language  lesson. 

Pictures  may  be  used  effectively. 

More  detailed  description  of  the  objects  or  the  pic- 
tures should  be  expected  than  in  the  First  Grade. 

Avoid  weak  beginnings,  such  as  "I  see,"  "I  have," 
"I  like/'  etc. 


58  COURSE  OF  STUDY 

3.     Story  Telling. 

The  telling  of  reproduced  and  original  stories  gives 
increase  of  power  in  expression  and  develops  the 
imagination.  The  stories  best  suited  to  this  grade 
are  Bible  stories;  The  Fables  of  Aesop;  the  Fairy 
Tales  of  Grimm  or  Andersen. 

Imitative  Expression: 

1.  Memorizing  Work. 

Minimum  requirement,  three  poems  during  the  term, 

exclusive  of  hymns. 
The   memorizing   of   poems   and  hymns   assigned   to 

this  grade  in  the  Christian  Doctrine  Course.    Also 

other  poems  suitable  to  the  grade. 
Selections   may   be   made   from   the   school   readers; 

from  various  collections  of  poems  for  children  or 

from  the  following: 
If  I  Were  a  Sunbeam  (Lucy  Larcom),  Seven  Times 

One   (Jean  Ingelow),  Wynken,  Blynken  and  Nod 

(Field),   Why  Do   Bells   of   Christmas   Ring?    (E. 

Field),   Great   Wide   Wonderful   Beautiful   World 

(B.  Rands),  The  Dewdrop   (Sherman),  The  Land 

of  Story  Books  (Stevenson),  If  All  Were  Rain  (C. 

Rosetti),  Discontent  (S.  Jewett),  The  Owl  and  the 

Pussy  Cat   (Edward  Lear),  Who  Stole  the  Bird's 

Nest?  (L.  M.  Childs). 

2.  Dramatization. 

Only  short  and  simple  stories  should  be  chosen  for 

dramatization. 
Nearly  all  the  stories  learned  may  be  made  real  to 

the  children  by  dramatization. 
Fable,  legends,  folk  stories,   etc.,   are  most  suitable 

for  this  work. 

3.  Language  Games  and  Drills. 

In  addition  to  the  games  whose  purpose  is  to  correct 
definite  mistakes  in  speech,  others  of  a  more  gen- 
eral nature  may  be  introduced. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.     Simple  Sentence  Work. 

Spend  considerable  time  teaching  children  to  write 
a  single  complete  sentence. 

Keep  the  sentence  simple.  In  this  way,  the  "and" 
and  "but"  and  "so"  will  not  have  a  chance  to  get 
rooted  in  the  child's  written  language. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      59 

Let  the  written  work  grow  naturally  out  of  the  oral 

work. 
The  requirements  in  capitalization,  punctuation,  etc., 

set  for  this  grade  should  be  taught  in  connection 

with  this  work. 

Imitative  Expression: 

1.  Copying  Work. 

This  work  may  be  done  at  the  desk,  giving  practice 

in  language  and  writing. 
Sentences  and  short  passages  from  the  reader  may 

be  copied. 

2.  Dictation  Work. 


Ill— GENERAL  WORK. 

Desk  Work. 

The  copying  work  is  done  as  language  work. 

Children  may  prepare  illustrative  material  for  writ- 
ten stories,  such  as  drawings,  paper-cutting,  etc. 

Technical  Matters. 

In  addition  to  the  points  outlined  in  the  First  Grade, 
children  should  master  the  following: 

1.  Capitals. 

The  beginning  of  every  line  in  poetry ;  the  first  letter 
in  the  names  of  the  days  of  the  week;  persons; 
places;  Mr.,  Mrs.,  Dr.,  St. 

2.  Punctuation. 

(a)  Period  after  abbreviation  Mr.,  Mrs.,  Dr. 

(b)  Question  mark. 

(c)  Correct  usage:  Was  and  were;  has  and  have; 
there  is  and  there  are;  there  was  and  there  were; 
our  and  are;  they  are  and  there  are. 

GRADE  TWO-B. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation  Exercises. 

2.  Observation  Lessons  and  Reports. 

3.  Story  Telling. 

4.  Small   Beginnings   in    Oral   Narration   of   Real   Ex- 

periences. 


60  COURSE  OF  STUDY 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games  and  Drills. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Simple  Sentence  Work. 

2.  Several    related    statements    forming    small    written 

composition  in  paragraph  form. 

(a)  Simple  letter  form. 

(b)  Narration,  description,  etc. 

Imitative  Expression: 

1.  Copying  Work. 

2.  Dictation  Exercises. 

Ill— GENERAL  WORK. 

Desk  Work. 
Technical  Matters. 


SYLLABUS. 


Aim: 


Same  as  Two-A. 


I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation  Exercises. 

2.  Observation  Lessons  and  Reports. 

3.  Story  Telling. 

Stories  that  have  been  read  from  the  school  reader  or 
from  supplementary  readers  may  be  used  for  repro- 
duction. 

Illustrate  stories  by  drawings  and  paper-cutting,  etc. 

Work  of  Grade  Two-A  continued  and  enlarged. 

Stories  of  greater  length  and  fuller  detail  may  be 
given. 

4.  Small  beginnings   in   oral  narration   of   real   experi- 

ences; descriptions,  etc. 
Complete  oral  composition  consisting  of  from  three 
to   five  statements   on   a  definite  subject,  may  be 
expected  by  the  close  of  this  year. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      61 

These  little  compositions  may  take  the  form  of: 

(a)  Narration  of  real  experiences. 

(b)  Description  of  objects,  pictures,  etc. 

Imitative  Expression: 

1.  Memorizing  Work. 

Minimum  requirement,  three  poems  during  the  term 
exclusive  of  hymns. 

Hymns  and  poems  from  Christian  Doctrine  Course. 

Also  others  selected  from  school  readers,  from  the 
various  collections  of  poems  suitable  for  children 
or  from  the  following : 

Suppose,  My  Little  Lady  (Ph.  Cary),  Little  Brown 
Hands  (Kroeet),  All  Things  Beautiful  (Alexander), 
The  Merry  Brown  Thrush  (Larcom),  Our  Heavenly 
Father  (Faber),  Hearts  Good  and  True  (Faber), 
October  (H.  H.  Jackson),  Sleep,  Baby  Sleep  (E. 
Prentiss),  Don't  Give  Up  (Ph.  Cary),  There  Are 
Many  Flags  (Anon.),  I  Love  You,  Mother  (Joy 
Allison),  Wishing  (Allingham). 

2.  Dramatization. 

3.  Language  Games  and  Drills. 
As  in  preceding  grades. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Simple  Sentence  Work. 

Let  the  written  work  grow  naturally  out  of  the  oral 
work. 

2.  Small  Written  Compositions. 

(a)  Simple  letter  form. 

(b)  Small  beginnings  at  Narration  and  Description. 
Letter  Writing :    Towards  the  latter  part  of  the  year 

a  small  beginning  in  the  study  of  the  simple  letter 
form  should  be  made.  The  body  of  the  letter  should 
consist  of  but  three  or  four  sentences. 

Subjects    discussed   in   the    observation   reports    and 
conversation    periods    will    offer    material    about 
which  to  write. 
1.     Narration. 

After  children  have  developed  a  fair  ability  in  con- 
structing sentences,  they  may  be  expected  to  write 
little  compositions  of  from  three  to  five  sentences 
on  a  given  subject. 


62  COURSE  OF  STUDY 

Oral  discussion  should  precede  the  written  work. 
The  teacher  may  write  several  questions  on  the  board. 
By  answering  these,  the  pupil  will  have  his  state- 
ments arranged  in  logical  form. 

Imitative  Expression: 

1.  Copying  Work. 

The  copying  of  sentences,  stanzas  of  poetry. 
Little  letters. 

2.  Dictation  Work. 

Sentences  containing  troublesome  words,  and  the 
correct  forms  of  words  and  phrases  that  are  often 
incorrectly  used  by  the  children,  should  be  pre- 
pared and  dictated  by  the  teacher.  For  this  work 
the  board  should  be  used  most  of  the  time. 

Ill— GENERAL  WORK. 

Desk  Work. 

As  in  Grade  Two-A. 

Technical  Matters. 

1.  Capitals. 

The  first  letter  in  the  names  of  the  days  of  the  month. 

2.  Punctuation. 

Period:  After  very  common  abbreviations;  after  in- 
itials. 

Question  mark:    After  interrogative  sentences. 

Comma:  After  salutation  and  closing  phrase  in 
letters. 

3.  Correct  usage. 

Come  and  came ;  may  and  can ;  doesn't  and  don't ;  go, 
went  and  gone ;  I  haven't  any ;  I  have  no. 

GRADE  THREE-A. 

OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation. 

2.  Observation  Lessons  and  Reports. 

3.  Story  Telling. 

4.  Oral  Compositions  involving  Narration,  Description, 

Exposition. 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games  and  Drills. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      63 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Letter  Writing. 

2.  Observation  Reports. 

3.  Compositions   involving   Narration,   Description   and 

Exposition. 

Imitative  Expression: 

1.  Copying  Work. 

2.  Dictation  Exercises. 

Ill— GENERAL  WORK. 

Vocabulary  Work. 
Technical  Matters. 


SYLLABUS. 


Aim: 


To  teach  children  to  think  a  sentence  before  speak- 
ing it. 

To  secure  more  orderly  talking. 

To  form  the  habit  of  speaking  every  word  distinctly. 

To  make  the  written  work  a  natural  outgrowth  of 
the  oral  work. 

To  develop  power  to  write  independently  a  few  in- 
teresting sentences  on  a  given  topic. 

At  least  three-fifths  of  the  work  is  still  oral,  though 
written  exercises  involving  the  paragraph  should 
be  frequently  given,  and  some  written  work  should 
be  done  every  day. 

I— ORAL  LANGUAGE  WORK. 
Original  Expression: 

1.  Conversation  Exercises. 

In  this  grade  conversation  will  be  used  as  the  means 
by  which  the  regular  language  work  will  be  intro- 
duced and  conducted. 

The  language  used  by  the  children  in  conversation 
should  be  closely  watched. 

2.  Observation  Lessons  and  Reports. 

More   difficult  subjects  may  be   assigned   and  more 

careful  observation  required. 
The  out-of-doors  affords  an  inexhaustible  source  of 

material  for  observation. 


64  COURSE  OF  STUDY 

3.  Story  Telling. 

The  learning  and  telling  of  stories  should  be  con- 
tinued. 

About  six  or  eight  stories  of  some  length  should  be 
taught  for  the  purpose  of  reproduction,  though 
many  others  may  be  told  by  the  teacher  to  teach 
lessons  of  various  kinds. 

Stories   may  be   taken   from   various   sources,   e.    g., 
Bible  Stories  from  Old  and  New  Testaments. 
The  Fairy  Tales  which  teach  truth  but  not  facts. 
Folk  Stories. 
The    Animal    Stories    of    Thomas    Seton;    Uncle 

Remus;  Long. 
The  Fables  of  Aesop. 

4.  Oral  Compositions,  involving  Narration,  Description 

and  Exposition. 

The  task  of  leading  children  to  make  several  con- 
nected statements  on  a  given  subject  should  be 
continued. 

Although  written  work  will  usually  follow,  the  oral 
composition  is  planned  as  an  end  in  itself. 

Four  or  five  statements  will  be  sufficient  for  a  com- 
position, although  quality  rather  than  quantity 
should  be  the  aim. 

For  the  convenience  of  the  teacher,  the  work  may  be 
grouped  under  the  heads,  "Narration,"  "Descrip- 
tion" and  "Exposition"  though  these  terms  are  not 
to  be  used  in  directing  the  work. 

Imitative  Expression: 

1.     Memorizing  Work. 

Minimum  requirement,  three  poems  during  the  term, 
exclusive  of  hymns. 

The  memorizing  of  selections  should  be  continued 
and  greater  stress  placed  on  the  interpretation  and 
understanding  of  the  poem  or  other  selection. 

Beautiful  passages  from  the  Scripture  lesson,  hymns 
from  the  Christian  Doctrine  Course,  poems  from 
various  collections  compiled  for  children,  may  be 
selected  for  this  purpose. 

Any  of  the  following  may  be  suggestive: 

The  Catechism  of  the  Clock  (E.  Donnelly),  A  Child's 
Wish  (Father  Ryan),  Hiawatha's  Childhood  (Long- 
fellow), Pippa's  Song  (Browning),  The  Bluebird 
(Emily  Miller),  America  (Samuel  Smith),  Little 
Boy  Blue  (E.  Field),  0  Little  Town  of  Bethlehem 
(Phillips  Brooks),  Give   (Adelaide  Proctor),  Rain- 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      65 

bow  Fairies    (Hadley),  Sheep   and  Lambs    (K.   T. 
Hynkson). 

2.  Dramatization. 

Most  of  the  stories  learned  in  the  story-telling  work 

should  be  dramatized. 
Reading  lessons  in  which  much  dialogue  appears  may 

be  recited  in  semi-dramatic  form. 
All  of  the  work  in  dramatization  may  be  correlated 

with  the  teaching  of  reading. 

3.  Language  Games  and  Drills. 

The  work  of  correcting  common  errors  of  speech,  as 
well  as  the  formation  of  correct  habits  of  speech, 
should  be  continued  in  this  grade  by  means  of 
daily  oral  drills  and  language  games. 

II— WRITTEN  LANGUAGE. 

Original  Expression: 

Subjects  assigned  for  written  work  should  first  be 
discussed  orally  with  the  children. 

1.  Letter  Writing. 

Most  of  the  little  narrations,  descriptions  and  expo- 
sitions may  be  put  in  letter  form. 
Teach  correct  form  of  letters. 

2.  Observation  Reports. 
Reports  will  take  the  form  of: 

(a)  Narration. 

(b)  Description. 

(c)  Exposition. 

Imitative  Expression: 

1.  Copying  Work. 

Poems,  Memory  Gems,  selections  from  reading  lessons 
may  be  copied  at  the  desk  as  part  of  the  assign- 
ment in  writing. 

Utmost  care  should  be  insisted  on  in  all  copying  ex- 
ercises. 

2.  Dictation  Exercises. 

Some  of  the  sentences  may  be  written  on  paper  at  the 
desks,  though  the  boards  should  be  used  most  of 
the  time. 

Dictation  may  be  used  to  teach  correct  usage"  in  all 
technical  matters  required  in  this  grade. 


66  COURSE  OF  STUDY 

III— GENERAL  WORK. 

Vocabulary  Work. 

Definite  effort  to  enlarge  and  improve  vocabulary 
of  the  child. 

Constantly  add  to  the  stock  of  understood  words. 

Use  these  words  correctly  in  sentences. 

Have  the  pupil  make  a  little  dictionary  or  word- 
book of  his  own  in  which  he  arranges  alpha- 
betically new  words  as  mastered. 

Correlate  with  Reading  and  Spelling  lesson. 
Technical  Matters. 

1.  Capitals :  First  letter  in  all  proper  names. 

2.  Punctuation. 

(a)  Period:    With  abbreviations. 

(b)  Comma:    In  dates. 

(c)  Apostrophe:    In  common  contractions. 

(d)  Hyphen:    In  dividing  words. 

3.  Abbreviation :  Names  of  months.    Home  State. 

4.  Address:    Pupil's   name    and    address,    with    correct 

punctuation  of  same. 

5.  Form:    Sentence  margin,  paragraph  margin,  inden- 

tion, letter  form. 
In  all  the  above  work  no  formal  rules  are  to  be  re- 
quired. 

6.  Correct  Usage :   To,  too,  two ;  good  and  well ;  no,  not, 

never;  that  and  what;  let  and  leave. 

GRADE  THREE-B. 
OUTLINE— As  in  Three-A. 
SYLLABUS. 


Aim: 


In  this  grade  written  language  becomes  important, 
but  its  growing  prominence  should  not  put  oral 
work  in  the  background.  Systematic  instruction 
in  oral  language  should  be  kept  up  through  the 
entire  course. 

Of  the  various  forms  of  written  work,  the  letter 
should  be  given  most  prominence. 

All  oral  language  recitations  should  be  carefully 
supervised. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION   67 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Conversation : 

Used  mostly  as  introductory  to  the  language  lesson. 

2.  Observation  Lessons  and  Reports. 
As  in  Grade  Three-A. 

3.  Story  Telling. 

As  in  Grade  Three-A. 

4.  Oral   Composition,   involving   Narration,   Description 

and  Exposition. 
As  in  Grade  Three-A. 

Imitative  Expression: 

1.  Memorizing  Work. 

Minimum    requirement,    three    poems,    exclusive    of 

hymns. 
The  selection  should  be  read  or  recited  by  the  teacher 

rather  than  studied  from  the  printed  page  by  the 

child. 
Concert  repetition  should  be  less  frequent  than  in 

earlier  grades. 
See  suggested  list  under  Grade  Three-A. 

2.  Dramatization. 

As  in  Grade  Three-A. 

3.  Language  Games  and  Drills. 
As  in  Grade  Three-A. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Letter  Writing. 

By  the  close  of  this  year  children  should  be  able  to 
write  little  letters  of  one  paragraph  on  various 
subjects,  and  in  correct  form. 

2.  Observation  Reports. 

These  reports  usually  follow  the  oral  discussion. 

3.  Short  Compositions,  involving  Narration,  Description 

and  Exposition.     Limit  to  one  paragraph  of  four 

or  five  sentences. 
Narration  and  Description  will  be  found  suited  to 

every  grade,  but  only  the  very  simplest  form  of 

exposition  is  to  be   attempted,  e.   g.,  how  to  do; 

how  to  play,  etc. 
(a)  Narration. — After  children  have  been  led  to  tell 

experiences  they  have  had  or  have  heard,  they  may 


68  COURSE  OF  STUDY 

be  asked  to  put  some  short  ones  into  writing. 
Stories  may  be  used  in  the  same  way.  Attach  im- 
portance to  good  beginnings  and  good  endings. 
Avoid  the  trite  and  the  trivial, 
(b)  Oral  descriptions  should  lead  to  written  work  of 
the  same  kind.  Pictures  are  especially  useful  in 
this  exercise. 

Imitative  Expression: 

1.  Copying  Work. 

As  in  Grade  Three-A. 

Let  the  exercises  grow  gradually  in  difficulty,  care 
being  taken  to  select  passages  that  contain  words 
and  expressions  that  children  have  a  tendency  to 
use  incorrectly. 

2.  Dictation  Exercises. 

Take  note  of  the  common  errors  of  the  pupils,  and  let 
the  correct  usage  appear  in  the  sentence  dictated. 


Ill— GENERAL  WORK. 

Vocabulary  Work. — As  in  Grade  Three-A. 
Technical  Matters. 

1.  Capitals:    First  letter  in  all  common  titles  and  in 

direct  quotations. 

2.  Punctuation. 

(a)  Period :  No  new  rule. 

(b)  Comma:  In  series,  after  address. 

(c)  Apostrophe:    In  Possessive  Singular. 

3.  Abbreviations:    As  in  previous  grades,  and  the  few 

needed  in  Arithmetic,  doz.,  qt.,  ft.,  yd.,  lb. 

4.  Plurals:    The  few  irregular  plurals  met  in  reading 

work;  mice,  men,  children,  leaves,  etc. 

5.  Address:   Address  of  parents  and  relatives  with  cor- 

rect punctuation. 

6.  Form:   As  in  Grade  Three-A. 

7.  Correct  Usage:    Lie  and  lay;  teach  and  learn;  write 

and  right;  know  and  no;  of  and  off;  got  and  have. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      69 

GRADE  FOUR-A. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Observation  Lessons  and  Reports. 

2.  Recitation  by  Topics. 

3.  Story  Telling. 

4.  Oral  Compositions,  involving  Narration,  Description 

and  Exposition. 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Games  and  Drills. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Letter  Writing. 

2.  Easy  Compositions,  involving  Narration,  Description 

and  Exposition. 

Imitative  Expression: 

1.  Copying  Work. 

2.  Dictation  Work. 

in— GENERAL  WORK. 

Dictionary  and  Vocabulary  Work. 
Technical  Matters. 

SYLLABUS. 

I_ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Observation  Lessons  and  Reports. 

This  work  should  be  continued  and  enlarged.  In 
addition  to  knowledge  gained  by  actual  observa- 
tion, children  may  learn  much  by  using  books  of 
reference  and  supplementary  readers  of  the  school 
library.  The  language  of  the  report  should  be 
carefully  watched  and  corrected. 

2.  Recitation  by  Topics. 

This  work  may  be  found  profitable  in  Geography  and 
Reading  classes,  in  nature  study  and  elsewhere. 


70  COURSE  OF  STUDY 

Separate  topics  may  be  assigned,  or  topics  may  be 
selected  by  the  children. 

3.  Story  Telling. 

This  work  is   a  continuation   of  work  outlined  for 

preceding  grade. 
The  simple  repeated  story  is  the  principal  kind  used 

in  the  lower  grades.     Here  the  children  find  the 

story  for  themselves.     This  gives  an  incentive  for 

outside  reading. 
Bible  stories  are  always  interesting  and  should  find  a 

place  here. 
History  stories,  stories  of  travel  and  adventure  are 

suitable  also  for  this  grade. 

4.  Compositions. 
Narration. 

The  telling  of  stories  that  have  been  heard  or  read 
should  lead  to  the  narration  of  actual  experiences. 
This  work  will  be  a  continuation  of  that  done  in 
preceding  years. 

Picnics,  visits  to  the  country,  trips  of  various  kinds, 
are  subjects  that  will  prove  interesting  for  narra- 
tion. 

Description. 

Objects  and  scenes  from  nature  furnish  good  mate- 
rial for  description. 

Correlate  with  observation  work.  Pictures  may  still 
be  used  effectively. 

Exposition. 

Use  simple  form  of  exposition  in  which  children  are 
led  to  state  general  facts  of  interest  about  subjects 
closely  related  to  their  lives. 

Imitative  Expression: 
1.     Memorizing  Work. 

Continue  work  of  earlier  grades. 

The  poems  should  still  be  recited  or  read  by  the 
teacher  to  avoid  unnatural  expression  if  children 
memorize  from  the  printed  page. 

Avoid  long  poems. 

From  three  to  four  poems  may  easily  be  studied  and 
memorized  during  the  term. 

The  children  should  be  given  frequent  opportunity 
for  the  repetition  of  selections  memorized  during 
previous  years. 

Material  for  this  work  may  be  selected  from  Christian 
Doctrine  Course,  the  school  readers,  and  the  vari- 
ous collections  of  poetry  for  children  to  be  found 
in  the  school  library  or  among  the  following : 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      71 

Poems  for  Memorizing: 

My  God,  How  Wonderful  Thou  Art  (Father  Paber), 
Consecration  to  Mary  (Father  Faber),  Nobility 
(Alice  Cary),  America  (Smith),  The  Star-Spangled 
Banner  (F.  S.  Key),  The  Brook,  selections  (Ten- 
nyson), The  Daffodils  (Wordsworth),  Sweet  and 
Low  (Tennyson),  The  Night  Wind  (Field),  A 
Child's  Thought  of  God  (Mrs.  Browning),  Wishing 
(Allingham),  Another  Blue  Day  (Carlyle). 

Dramatization. 

As  in  preceding  grades,  reading  lessons,  in  which 
much  dialogue  appears,  may  be  acted  as  they  are 
read  to  secure  more  natural  expression. 

The  Scripture  Lessons  may  easily  be  dramatized, 
e.  g.,  a  little  Nativity  play  may  be  arranged  by  or 
for  the  children  and  form  part  of  the  language 
work. 


II— WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

Written  work  follows  oral  discussions. 

1.  Letter  Writing. 

In  this  grade  the  complete  letter  form  for  social  let- 
ters, together  with  the  addressing  of  envelopes,  is 
to  be  mastered. 

Much  of  the  composition  of  the  grade  may  be  in  let- 
ter form.  This  gives  the  child  an  incentive  for 
writing,  as  it  furnishes  an  audience. 

2.  Easy  Compositions,  involving  Narration,  Description 

and  Exposition. 

(a)  Narration. 

After  stories  or  experiences  have  been  told  in  the 
oral  story-telling  period,  the  children  may  put  the 
same  in  writing,  in  order  to  learn  orderly  arrange- 
ment of  subject  matter  and  proper  time  sequence. 

(b)  Description. 

As  in  the  directions  on  oral  description. 

(c)  Exposition. 

As  in  the  directions  on  oral  exposition. 

Imitative  Expression: 
1.     Copying  Work. 

The  work  outlined  in  the  previous  grades  should  be 
continued  and  the  passages  for  copying  may  be 
longer. 


72  COURSE  OF  STUDY 

The  purpose   of  this  work  is  mainly  to   emphasize 

good  usage. 
Insist  on  perfect  copy  of  model. 
2.     Dictation  work. 

In  addition  to  sentences,  short  poems  or  gems  that 

are  being  memorized  may  be  used.     The  children 

make  their  own  corrections. 
The  daily  familiar  prayers  may  form  material  for 

both  copying  and  dictation. 

HI_GENERAL  WORK. 

Dictionary  and  Vocabulary  Work. 
«  Preliminary  work  leading  to  the  use  of  the  diction- 

ary may  be  done.  Words  of  a  paragraph  or  pro- 
miscuous lists  of  words  may  be  arranged  in  alpha- 
betical order  according  to  first  two  or  three  or 
even  four  letters. 

Lists  of  new  words  may  also  be  kept.  Some  work 
in  homonyms  may  be  done  here,  e.  g.,  week  and 
weak;  sale  and  sail;  whole  and  hole,  etc.  Sen- 
tences illustrating  these  words  may  then  be  made. 

Technical  Matters. 

In  addition  to  the  points  outlined  in  previous  grades 
under  this  head,  the  following  should  be  empha- 
sized in  written  work  of  this  grade. 

1.  Capitals. 

Names  of  God  and  personal  pronouns  referring  to 
God,  proper  adjectives. 

2.  Punctuation. 

(a)  Comma:  Before  direct  quotation;  in  series. 

(b)  Quotations:   Both  simple  and  broken  quotations. 

(c)  Apostrophe:    Contractions. 

(d)  Exclamation  Point:  At  close  of  sentences  ex- 
pressing strong  feeling. 

3.  Abbreviations. 

Rev.,  U.  S.,  Co.,  and  the  few  new  abbreviations  that 
may  be  required  in  Arithmetic. 

4.  Contractions — The  common  contractions  met  in  read- 

ing lessons  and  constantly  used. 
Ill,  can't,  hasn't,  doesn't,  don't,  etc.    Emphasize  don't 
and  doesn't. 

A  good  text  book  may  be  introduced  in  this  grade,  care 
being  taken  to  select  a  text  which  places  the  emphasis  on 
practice  in  speaking,  reading,  interpreting  and  writing 
under  the  guidance  of  the  teacher. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      73 

GRADE  FOUR-B. 

Outline  and  Syllabus  as  in  Grade  Four-A. 
The  work  of  Grade  Four-B  is  but  an  extension  of  the 
work  of  Four-A,  and  the  same  outline  may  be  fol- 
lowed, care  being  taken  that  the  work  is  not  a 
mere  repetition,  but  that  there  is  perceptible  ad- 
vance. 

Grammatical  Principles. 

In  this  grade  introduction  to  certain  grammatical 
principles  should  be  made.  The  children  master 
these  principles,  not  by  learning  definitions  and 
rules,  but  by  learning  to  recognize  the  grammati- 
cal forms  as  they  appear  in  the  reading  lesson 
and  composition. 

(a)  The  sentence. 

(b)  Subject  and  predicate. 

(c)  Nouns:   Plurals — Review  regular  plurals  and  the 

few  irregular  plurals  already  learned.    Plurals 
of  nouns  ending  in  "y." 

(d)  Verbs:   Past,  present  and  future  time. 

(e)  Adjectives:   Descriptive. 

GRADE  FIVE-A. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Observation  Lessons  and  Reports. 

2.  Recitation  by  Topics. 

3.  Story  Telling 

4.  Narration. 

5.  Description. 

6.  Exposition. 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Drill  Work  in  Language. 

II—WRITTEN  LANGUAGE  WORK 

Original  Expression: 

1.  Letter  Writing. 

2.  Narration  and  Story  Work. 

3.  Description. 

4.  Exposition. 


74  COURSE  OF  STUDY 

Imitative  Expression: 

1.  Copying  Work. 

2.  Dictation. 

Ill— GENERAL  WORK. 

Use  of  Dictionary — Word  Study. 
Technical  Matters. 

SYLLABUS. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Observation  Lessons  and  Reports. 

The  method  is  the  same  as  that  outlined  in  earlier 
grades,  with  perceptible  increase  in  extent  and 
detail.  The  children  should  gain  their  knowledge 
not  only  from  observation  of  nature,  but  by  con- 
tinued reference  to  the  books  for  supplementary 
reading  in  the  school  library.  The  oral  reports 
should  consist  of  clear,  definite  and  correctly 
worded  statements  in  proper  sequence. 

Let  children  feel  that  it  is  a  desirable  thing  to  be 
able  to  speak  good  English. 

While  talking,  the  child  should  stand  erect  and 
away  from  the  desk,  preferably  facing  the  class. 

2.  Recitation  by  Topics. 

The  topical  method  of  recitation  may  be  used  effec- 
tively in  geography,  history,  nature  study,  in  read- 
ing lessons  and  in  observation  reports.  It  is 
especially  useful  in  summarizing  the  main  points 
of  a  lesson,  and  affords  an  excellent  training  in 
language. 

3.  Story  Telling. 

Some  time  may  still  be  devoted  to  myths  and  legends, 
but  more  should  be  spent  on  biography,  and  on 
stories  of  adventure  and  discovery,  of  history  and 
of  animal  life.  Bible  stories  and  the  deeds  of 
saints  and  heroes  should  be  given  considerable 
place  in  this  grade.  At  least  one  long  story  should 
be  read  and  repeated  by  the  class. 

4.  Narration. 

The  story  telling  work  naturally  leads  children  to 
relate  actual  experiences  in  their  own  lives.  Work 
against  tendency  of  children  to  wander  from  the 
point  and  to  introduce  the  trivial  and  irrelevant 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      75 

into  their  narration.  The  children's  free  self-expres- 
sion is  developed  by  drawing  upon  their  personal 
experiences.  This  is  what  they  know  best,  and  can 
best  talk  about. 

5.  Description. 

The  work  in  description  may  include: 

(a)  Description  of  objects  or  scenes  before  the  eyes, 
or  those  described  in  poems  or  prose  selections 
from  the  reading  lessons.  A  good  plan  is  to  select 
a  line  and  have  the  children  tell  just  what  they 
would  paint  from  it  if  they  were  artists. 

(b)  Description  of  persons,  including  characters  in 
literature  or  history  with  which  children  are  fa- 
miliar. 

6.  Exposition. 

The  simplest  form  of  exposition  which  merely  gives 
interesting  information  about  a  thing  is  important 
because  it  demands  investigation  with  a  view  to 
discussion  before  the  class.  Only  subjects  dealing 
with  concrete  things  should  be  selected,  e.  g.,  "How 
to  Play  Baseball,"  "How  to  Grow  Good  Onions'' 
(in  connection  with  school  gardens). 

Imitative  Expression: 

1.  Memorizing  Work. 

This  is  a  continuation  of  the  work  already  described 
in  earlier  grades.  Let  the  children  memorize  from 
the  printed  page,  only  after  the  selections  have 
been  read  and  thoroughly  studied  in  class. 

Only  poems  of  genuine  merit  should  be  memorized. 
At  least  three  poems  and  half  a  dozen  memory 
gems  should  be  learned  during  the  term.  Selections 
may  be  made  from  poems  called  for  in  the  Chris- 
tian Doctrine  Course,  those  in  the  school  reader 
of  the  grade,  and  those  found  in  the  Language 
Text  in  the  hands  of  the  pupil.  See  Course  of 
Literature  for  this  grade. 

2.  Dramatization. 

Children  may,  under  the  direction  of  the  teacher, 
prepare  or  adapt  most  of  the  plays  presented  from 
the  material  found  in  the  long  story  assigned  for 
the  grade. 

If  plays  in  finished  form  are  desired,  many  excellent 
books  are  available,  such  as  Skinner  and  Lau- 
rence's "Little  Dramas  for  Primary  Grades,"  Jane 
Andrews'  "Historical  Plays,"  Florence  Holbrook's 


76  COURSE  OF  STUDY 

Dramatic  Reader  for  Lower  Grades,"  "Holiday- 
Dialogues  from  Dickens"  (Walter  Baker  and 
Company),  Mary  Gardner's  "Work  That  Is  Play." 

Correlate  this  work  with  the  reading  lesson. 
3.     (a)  Correct  Language  Drills. 

Good  English  is  mastered  by  practice,  not  by  rule. 
Not  knowledge  but  habit  counts  in  speech.  Any 
number  of  language  games  and  drills  may  be 
thought  out  by  the  ingenious  teacher,  and  form 
part  of  the  daily  drill.  These  games  should  be 
short  and  lively — never  over  five  minutes. 

(b)  Enunciation  and  Pronunciation  Drills. 

Poor  enunciation  is  partly  a  matter  of  ignorance, 
partly  of  laziness.  Some  children  are  too  lazy  to 
enunciate  clearly. 

The  only  way  to  secure  clear  enunciation  is  by  prac- 
tice. If  children  could  learn  to  sound  their  final 
consonants  and  color  their  vowels,  their  whole 
speech  would  be  transformed.  This  should  be  the 
aim  of  the  Fifth  Grade.  Pay  particular  attention 
to  final  g's,  t's,  d's  and  th's. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

Extend  and  strengthen  the  lines  of  work  laid  down 
in  previous  grades.  Sentence  work  should  still  be 
restricted  to  the  simple  sentence,  except  in  the 
case  of  pupils  who  naturally  write  the  longer  sen- 
tence well.  Ordinarily,  the  Fifth  Grade  child  loses 
himself  in  a  complex  or  compound  sentence. 

The  Original  Paragraph: 

This  should  show  an  increase  in  length,  and  the  be- 
ginning of  skill  in  developing  the  simple  themes  on 
which  pupils  write.  Focus  the  thought  on  a  single 
phase  of  the  theme,  and  make  the  whole  paragraph 
turn  on  that.  Insist  on  each  pupil  doing  his  best, 
and  refuse  to  accept  careless  work.  Transfer  the 
burden  of  criticism  to  the  shoulders  of  the  pupils. 
Train  children  to  the  habit  of  criticism  and  cor- 
rection of  their  written  work  before  handing 
it  in. 
1.    Letter  Writing. 

The  knowledge  of  the  complete  letter  form,  with  its 
variations  to  suit  different  kinds  of  letters,  is 
aimed  at  in  this  grade.  These  letters  may  still  be 
limited  to  one  paragraph,   and  should  be  simple, 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      77 

sincere,  informal,  such  as  children  would  write  to 
one  another.  Invitations  to  school  parties,  letters  of 
sympathy  to  sick  classmates,  letters  to  friends  and 
relatives,  will  afford  a  pleasing  variety.  Adopt  a 
standard  form  and  insist  on  its  use. 

2.  Narration. 

The  shorter  stories  that  are  learned  in  the  story 
work  may  frequently  be  put  in  written  form. 
Stories  learned  or  read  may  also  serve  as  models, 
or  as  inspiration  for  original  stories. 

3.  Description. 

The  general  directions  given  under  oral  language 
work  may  be  followed  here.  The  aim  is  to  make 
the  description  on  paper  so  clear  that  the  reader 
can  really  see  the  things  described.  Let  the 
teacher  collect  descriptions  of  people,  buildings, 
landscapes,  etc.,  to  be  read  to  the  children  and 
discussed  by  them. 

4.  Exposition. 

The  directions  given  for  oral  language  work  apply 
equally  here.  Let  children  have  a  definite  subject 
in  which  they  will  feel  the  necessity  for  clearness 
and  exactness,  e.  g. :  Write  out  a  recipe  for  mak- 
ing candy ;  an  instruction  for  a  game,  etc. 

Imitative  Expression: 

1.  Copying  Work. 

Copying  work,  as  suggested  in  preceding  grades,  may 
be  continued  here.  Good  usage  may  be  taught  in 
this  way. 

2.  Dictation. 

This  very  important  work,  the  purpose  of  which  is 
to  teach  spelling  and  correct  usage  of  punctuation, 
capitalization,  etc.,  must  never  be  omitted  or 
neglected.  A  short  passage  from  prose  or  poetry 
may  be  dictated.  A  passage  from  a  reader  may  be 
dictated  after  it  has  been  read  and  studied,  and 
the  reasons  for  the  various  capitals  and  punctua- 
tion marks  elicited  and  explained.  Do  not  let  the 
pupils  merely  memorize  the  location  of  the  marks 
of  punctuation. 

Ill— GENERAL  WORK. 

Dictionary  and  Vocabulary  Work. 
Systematic  effort  should  be  made  to  increase  and  im- 
prove the  child's  vocabulary 


78  COURSE  OF  STUDY 

Each  child  should  have  a  dictionary,  and  should 
form  the  habit  of  looking  up  the  meaning  of  the 
difficult  words  that  occur  in  the  reading  or  other 
lessons. 

The  diacritical  marks  on  the  key  words  will  have  to 
be  taught  so  that  the  children  may  get  the  correct 
pronunciation,  together  with  the  meaning.  Teach 
also  the  correct  dividing  of  words  into  syllables, 
and  the  correct  accent. 

Technical  Matters. 

1.  Capitals. 

In  the  titles  of  books,  papers  and  compositions;  in 
titles  of  honor  and  respect ;  for  names  of  countries, 
nationalities  and  religions. 

2.  Punctuation. 

(a)  Comma  after  "yes"  and  "no"  in  answers. 

(b)  Quotation  marks. 

(c)  Hyphen:   in  compound  words. 

3.  Abbreviations. 

Hon.,  Gov.,  M.D.,  Jr.,  Sr. 

4.  Contractions. 

Additional  words — isn't,  they'll,  they're,  couldn't, 
can't. 

5.  Grammatical  Principles. 

The  Sentence.     (Simple  sentence  only.) 

Kinds  of  Sentences.     (Four  kinds.) 

Elements  of  the  Sentence — subject  and  predicate. 

Parts  of  Speech: 

Noun,  verb,  pronoun,  adjective,  article,  adverb. 

In  the  teaching  of  grammar  in  this  grade,  no  more 
should  be  attempted  than  to  enable  the  pupil  to 
separate  simple  statements  and  questions  into 
their  large  divisions  (subject  and  predicate),  and  to 
make  him  acquainted  with  the  characteristic  func- 
tion of  each  of  the  following  parts  of  speech :  Noun, 
verb,  pronoun,  adjective,  article  and  adverb.  Even 
this  minimum  is  incidental  to  language  work,  and 
should  be  introduced  for  language  purposes,  and 
presented  by  very  simple  inductive  development. 

Correct  Usage  Drills. 

Exercises  and  drills  in  correct  usage  should  be  kept 
up  throughout  the  grades.  Their  value  should  not 
be  underrated.  It  is  only  by  constantly  recurring 
drill  that  the  common  errors  of  the  street  can  be 
overcome  and  wrong  habits  of  speech  rooted  out. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      79 

GRADE  FIVE-B. 

Outline  and  Syllabus  as  in  Grade  Five-A. 

The  work  of  Grade  Five-B  is  but  an  extension  of  that  of 
Grade  Five-A.  The  same  outline  and  syllabus  may  be  fol- 
lowed. 

There  should  be  a  perceptible  advance,  not  so  much  in 
the  extent  as  in  the  quality  of  the  work  demanded. 

All  the  suggestions  given  in  Grade  Five-A  for  the  teach- 
ing of  both  oral  and  written  language  apply  equally  here. 

GENERAL  WORK. 

Use  of  Dictionary. 

Training  and  practice  in  the  use  of  the  dictionary 
should  be  kept  up  through  the  grade. 

Word  Study. 

Some  knowledge  of  the  formation  of  words  by  the 
addition  of  prefixes  and  suffixes  should  be  gained. 
This  work  may  be  correlated  with  the  spelling 
lessons.  The  meaning  of  the  few  commoner 
English,  Latin  and  Greek  prefixes  and  suffixes  may 
be  taught  here.  Some  attention  should  also  be 
paid  to  the  study  of  homonyms,  synonyms  and  the 
more  frequently  used  irregular  verbs,  e.  g.,  see, 
eat,  come,  run,  do,  ring,  drink,  go. 

Technical  Matters. 

1.  Capitals. 

North  and  South  (as  parts  of  a  country). 

2.  Punctuation. 

Review  all  rules  for  the  comma  previously  given. 

3.  Abbreviation. 

The  more  common  titles. 

4.  Grammatical  Principles. 

(a)  The  Sentence.  Analysis  of  the  simple  sentence, 
as  in  Grade  Five-A  (subject  and  predicate  only). 

(b)  Parts  of  Speech.  Review  the  noun,  verb,  pro- 
noun, adjective,  article  and  adverb,  and  teach  re- 
maining parts  of  speech  and  the  characteristic 
function  of  each. 

See  Note  Grade  Five-A. 

According  to  the  position  here  taken,  all  the  technical 
grammar  it  is  desirable  for  the  child  to  have  at  this  time 
is  a  general  understanding  of  the  structure  of  sentences 


80  COURSE  OF  STUDY 

and  a  preliminary  acquaintance  with  the  parts  of  speech 
and  their  characteristic  functions. 

GRADE  SIX-A. 
OUTLINE. 

I—ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Recitation  by  Topics. 

2.  Oral  Reports — Observation  Reports. 

3.  Narration. 

4.  Description. 

5.  Exposition. 

Imitative  Expression : 

1.  Memorizing  Work. 

2.  Dramatization. 

3.  Language  Drill. 

II— WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Letter  Writing. 

2.  Narration. 

3.  Description. 

4.  Exposition. 

Imitative  Expression: 
1.    Dictation. 

Ill— GENERAL  WORK. 

Use  of  Dictionary. 
Word  Study. 
Technical  Matters. 


SYLLABUS. 


Aim: 


In  Oral  Work. 

1.  To  establish  habits  of  good  oral  expression  by  habit- 

uating pupils,  while  standing,  to  talk  freely,  with 
clear  utterance  and  in  careful  English. 

2.  To  improve  the  enunciation  and  articulation. 

3.  To  eliminate  the  common  errors  in  speech  by  organ- 

ized, persistent  effort. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      81 

In  Written  Work. 

1.  To  train  children  to  find  in  the  common  every-day 

life  interesting  topics  for  their  paragraphs. 

2.  To  encourage  every  evidence  of  originality. 

3.  To  arouse  the  beginning  of  pride  in  workmanship, 

in  interesting  beginnings  and  endings  that  have  a 
personal  touch. 

4.  To  insist  on  grammatically  complete  sentences,  prop- 

erly begun  and  ended. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Recitation  by  Topics. 

The  purpose  of  recitation  by  topics  is  to  have  chil- 
dren speak  more  clearly  and  logically.  It  may  be 
used  in  nearly  all  the  recitations,  and  in  oral  re- 
ports. 

2.  Oral  Reports. 

Important  not  only  as  a  language  exercise,  but  as  a 
means  of  developing  habits  of  observation. 

3.  Narration. 

In  addition  to  the  narration  carried  on  in  preceding 
grades,  many  of  the  facts  in  history  may  be  taught 
by  narration  of  the  stories  of  great  men,  etc. 

Stories  from  the  Bible — Stories  of  saints  and  heroes 
may  be  used  with  good  effect  here. 

The  story  work  will  lead  naturally  to  original  narra- 
tion of  real  experiences. 

Correlation  with  geography  may  be  effected  by  hav- 
ing the  children  tell  stories  of  imaginary  journeys, 
etc. 

4.  Description. 

This  work  may  also  be  correlated  with  geography. 

The  children  may  describe  the  people,  the  dress, 

the   scenes,   the   buildings,    etc.,   of   the    countries 

visited. 
Selections  of  model  descriptions  taken  from  standard 

sources  should  be  read  to  the  class  from  time  to 

time  and  discussed  by  them. 

5.  Exposition. 

The  work  outlined  in  preceding  grade  should  be  con- 
tinued and  enlarged.    Keep  the  subject  concrete. 


82  COURSE  OF  STUDY 

Imitative  Expression: 

1.  Memorizing  Work. 

Poems,  memory  gems,  prose  selections  should  be  the 
basis  of  this  work.  It  is  well  sometimes  to  cor- 
relate the  poems  learned  with  the  nature  work,  or 
with  the  month  or  season  of  the  year.  At  least 
four  poems  and  half  a  dozen  memory  gems,  with 
one  or  two  prose  selections,  should  be  memorized 
and  recited  during  the  term. 

Poems  suitable  to  this  grade  will  be  found  in  the 
Christian  Doctrine  Course,  the  school  reader  in 
use,  in  the  language  text  in  the  hands  of  the  chil- 
dren, and  in  the  various  collections  for  children  of 
this  age.  (See  also  Course  in  Literature  and  Read- 
ing.) 

2.  Dramatization. 

Reading  and  history  lessons  may  be  dramatized  with 
great  interest  and  profit.  Children  may  write  or 
adapt  their  own  play.  At  least  one  finished  play 
may  be  worked  up  and  presented  in  the  schoolroom 
during  the  term. 

3.  Language  Drill. 

Keep  up  the  daily  drills  in  correct  usage,  in  enuncia- 
tion and  prounciation  as  begun  in  earlier  grades. 

IL-WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

Sentences. 

In  general,  keep  to  the  simple  sentence,  though  a 
pupil  who  shows  ability  to  use  the  long  sentence 
should  be  allowed  to  do  so. 

If  children  in  the  Sixth  Grade  are  able  to  write  good 
short  sentences,  invariably  begun  with  a  capital 
and  ending  with  the  proper  mark,  we  should  be 
satisfied. 

Teach  variety  in  sentence  structure,  inversions  or 
transpositions,  etc.,  and  so  avoid  monotony. 

In  general,  limit  the  written  work  to  one  paragraph 
of  from  five  to  seven  sentences. 
1.     Letter  Writing. 

Drill  to  perfect  the  complete  letter  form  as  out- 
lined in  preceding  grade  should  be  kept  up 
throughout  the  year.  The  friendly  letter  ought 
to  show  some  growth  in  interest  and  ease. 

The  business  letter  is  to  be  introduced.     The  chief 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      83 

thing  in  this  is  to  teach  correct  form,  and  clear, 
brief,  business-like  style. 

2.  Narration. 

The  stories,  when  short  enough,  may  be  put  in  writ- 
ten form. 

Good  stories  from  literature  may  be  studied  as  a 
preparation  for  the  writing  of  original  stories. 

The  story  well  narrated  leads  to  the  narration  of 
real  experiences. 

3.  Description. 

The  general  directions  given  in  the  paragraph  on  oral 
description  may  be  followed  here.  These  descrip- 
tions may  be  illustrated  by  the  pupil. 

4.  Exposition. 

See  directions  in  the  paragraph  which  deals  with 
oral  exposition. 

Imitative  Expression: 
1.     Dictation. 

Dictation  exercises  are  still  important  and  necessary, 

and  should  be  carried  on  as  in  earlier  grades. 
All    facts    mentioned    under    "Technical    Matters" 
should  be  thoroughly  tested  in  this  way. 

Ill— GENERAL  WORK. 

1.  Use  of  Dictionary. 

Practice  in  the  use  of  easier  diacritical  marks,  sylla- 
bication and  accent. 

Practice  in  finding  the  meaning  best  adapted  to 
words  in  particular  instances. 

2.  Word  Study. 

Homonyms,  synonyms  and  antonyms.  Make  lists 
from  the  regular  studies  as  they  arise. 

Derivation  and  Word  Anaylsis.  Continue  the  study 
of  prefixes  and  suffixes  and  the  more  familiar 
roots.     (Correlate  with  the  spelling  lesson.) 

3.  Technical  Matters. 

Review    all    technical    matters    taught    in    previous 
grades.    In  addition  teach: 
(1.)     Capitals. 

In  the  first  word  of  direct  quotations;  political  par- 
ties ;  titles  followed  by  names,  e.  g.,  "Uncle  Henry." 
(2.)     Punctuation. 

Comma — (a)  preceding  short  direct  quotations, 
(b)  to  mark  off  phrases  and  clauses. 


84  COURSE  OF  STUDY 

(3.)     Abbreviations. 

All  important  abbreviations  met  in  any  of  the  sub- 
jects of  the  year,  such  as  those  of  State  and 
countries  in  geography. 

(4.)     Grammatical  Principles. 

(a)  The  Sentence. 
Analysis  of  the  sentence. 

Subject,  predicate,  object  or  attribute. 

Modifiers  of  subject  (words,  phrases,  clauses). 

Modifiers  of  predicate  (words,  phrases  and  clauses). 

Treat  phrases  and  clauses  very  simply,  merely  as 
the  equivalent  of  one  of  the  parts  of  speech.  Make 
no  attempt  at  classification  at  this  time,  except  to 
call  a  phrase  that  does  the  work  of  an  adjective,  an 
adjective  phrase,  and  one  that  does  the  work  of  an 
adverb,  an  adverb  phrase,  and  the  same  of  adjec- 
tive and  adverb  clauses. 

The  compound  sentence  will  naturally  be  mentioned 
in  teaching  the  conjunction,  and  the  complex 
sentence  in  teaching  the  clause  as  a  modifier 
of  one  of  the  principal  parts  of  the  sentence.  Do 
not  go  beyond  this.  A  fuller  treatment  of  com- 
plex and  compound  sentences  should  be  postponed 
to  the  Seventh  Grade. 

Any  simple  method  of  diagramming  may  be  used,  if 
helpful  to  a  clearer  understanding  of  the  sentence 
structure. 

(b)  Parts  of  Speech. 

Review  parts  of  speech  and  characteristic  function 
of  each. 

GRADE  SIX-B. 

Outline  and  Syllabus  as  in  Grade  Six-A. 

The  work  in  grammar  should  consist  in  the  analysis  of 
short  sentences,  simple,  complex  and  compound,  and  in  the 
mastery  of  the  chief  properties  of  the  parts  of  speech. 
Avoid  difficult  and  intricate  sentences.  Few  definitions 
should  be  required.  The  text  book  should  serve  mainly  as 
a  guide  to  orderly  procedure. 

Technical  Matters. 
I — Analysis  of  Sentences. 

1.  As  to  form:    Simple,  complex,  compound. 

2.  As   to   use:     Declarative,   interrogative,   imperative, 

exclamatory. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      85 

3.     Chief  Elements: 

(a)  Subject   and  predicate. 

(b)  The  object  or  the  attribute  (the  indirect  object). 

(c)  Subject  modifiers  (words,  phrases  and  clauses — 
possessive  noun  or  pronoun — noun  in  apposition). 

(d)  Verb  modifiers  (words,  phrases  and  clauses). 

(e)  Object  and  attribute  modifiers. 

(f)  Clauses — independent,  dependent.  The  latter 
as  to  their  use,  as  noun,  adjective  or  adverbial 
clauses. 

(g)  Phrases — noun,  adjective,  adverbial, 
(h)  Modifiers  of  modifiers. 

(i)  Independent  elements,  namely,  interjection, 
nominative  of  address,  nominative  of  exclamation. 
"Yes"  and  "No."  Expletive  "there."  Parenthetical 
expressions. 

II — Parts  of  Speech. 

Review  work  of  previous  grades  and  make  sure  the 
children  recognize  all  the  parts  of  speech  and  can 
explain  their  use  in  sentences. 

GRADE  SEVEN-A. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Recitation  by  Topics. 

2.  Oral  Reports  and  Talks  from  Outlines. 

3.  Current  Events. 

4.  Narration. 

5.  Description. 

6.  Exposition. 

Imitative  Expression: 

1.  Memorizing  "Work. 

2.  Dramatization. 

3.  Language  Drills. 

II—WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

1.  Letter  Writing. 

2.  Narration. 

3.  Description. 

4.  Exposition. 

5.  Preparation  of  Outlines. 


86  COURSE  OF  STUDY 

Imitative  Expression: 
1.     Dictation. 

Ill— GENERAL  WORK. 

1.  Use  of  Dictionary. 

2.  Word  Study. 

3.  Technical  Matters,  including  English  Grammar. 

SYLLABUS. 

I— ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.  Recitation  by  Topics. 

The  topical  recitation  becomes  more  important,  as 
affording  a  more  effective  training  in  language 
than  in  earlier  grades.  It  may  be  used  with 
profit  in  recitations  in  history,  geography,  civics, 
and  other  studies.  At  first  the  pupil  may 
follow  a  written  outline,  but  later  should  hold  the 
main  topics  in  mind  and  give  them  in  proper 
sequence  without  referring  to  outline. 

2.  Oral  Reports  and  Talks  from  Outlines. 

The  oral  work  in  almost  all  types  of  composition  may 
occasionally  be  given  from  outlines  prepared  by 
the  pupils  before  the  recitation.  The  pupils  should 
always  face  the  class. 

Reports  of  books,  lectures,  sermons,  etc.,  may  also 
be  asked  for. 

3.  Current  Events. 

The  children  should  be  led  to  take  an  interest  in 

affairs  going  on  in  the  world. 
In  the   language   period,   time   may   occasionally   be 

devoted  to  reports  on  such  events. 

4.  Narration. 

The  reproduction  of  stories  from  history  and  litera- 
ture should  be  especially  emphasized  in  this  grade. 

Correlate  the  language  work  with  geography,  history 
and  literature. 

5.  Description. 

The  work  in  oral  description  will  follow  the  outline 
given  in  the  preceding  grades. 

The  oral  reports  will  offer  fine  opportunity  for  de- 
scriptive work.  Special  emphasis  should  be  placed 
on  the  description  of  persons,  scenes  and  charac- 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      87 

ters  in  literature.     In  this  way,  good  models  are 
presented  for  imitation. 
6.     Exposition. 

Subjects  should  still  be  concrete. 

The  introduction  of  abstract  subjects  should  be  at- 
tended with  the  greatest  caution,  and  very  little 
should  be  attempted. 

Children  should  be  encouraged  to  read  up  on  the 
subject  assigned  as  extensively  as  time  and  facili- 
ties permit. 

Imitative  Expression:  ' 

1.  Memorizing  Work. 

At  least  four  poems  and  half  a  dozen  memory  gems, 
with  one  or  two  prose  selections,  should  be  memo- 
rized and  recited  during  the  term.  The  selection 
should  always  be  read  and  discussed  in  class  before 
being  assigned  as  memory  work. 

Correlate  with  the  work  in  Literature.  (See  Course 
of  Study  in  Literature.) 

Poems  suitable  to  this  grade  will  be  found  in  the 
Christian  Doctrine  Course,  the  School  Reader  in 
use,  in  the  language  text  in  the  hands  of  the  chil- 
dren, and  in  the  various  collections  for  children. 
(See  also  Course  in  Literature  and  Reading.) 

2.  Dramatization. 

The   work   outlined   in  preceding   grades   should  be 

continued. 
The  reading  and  history  lessons  may  be  made  more 

interesting   if  pupils   are  permitted   to   dramatize 

selections  and  scenes  that  lend  themselves  to  such 

treatment. 

3.  Language  Drills. 

(See  paragraph  3,  Grade  Five-A.) 

II— WRITTEN  LANGUAGE  WORK. 

Original  Expression: 

The  directions  given  in  the  two  preceding  grades  will 
serve  here  likewise. 

Place  emphasis  on  the  preparation  of  outlines. 

Special  attention  should  also  be  paid  to  paragraph- 
ing, which  will  naturally  accompany  the  work  of 
outlining  subjects. 

Some  written  work  should  be  done  every  day,  and 
one  regular  composition  of  about  three  paragraphs 
should  be  required  each  week. 


88  COURSE  OF  STUDY 

The  teacher  should  remember: 

1.  That  the  child's  attention  should  be  kept  on 
the  thought  rather  than  on  the  expression. 

2.  That  the  appearance  of  the  page  as  to  mar- 
gins, indentions,  handwriting,  etc.,  is  of  great 
importance. 

3.  That  the  subjects  should  be  chosen  from  all  the 
forms  of  discourse  studied,  and 

4.  That  they  be  associated  with  the  life  and  en- 
vironment of  the  child. 

Adopt  a  simple  system  of  signs  for  marking  errors, 

and  use  it  in  all  regular  work. 
Accept  no  slovenly  work. 

1.  Letter  Writing. 

All  the  different  kinds  of  business  and  social  letters 

should  receive  careful  attention. 
Emphasize  the  finer  points  of  letter  writing,  such  as 

courtesy  of  phraseology  both  as  to  salutation  and 

closing,  and  as  to  subject  matter  in  the  body  of  the 

letter. 

Present  good  models  for  imitation. 

2.  Narration. 

(See  directions  under  "Oral  Narration.") 
Emphasis  should  be  placed  on  the  narration  of  actual 
experiences  and  on  the  original  story. 

3.  Description. 

The  directions  given  for  oral  description  apply  here 
also.  The  work  of  illustrating  the  papers  with 
pictures  (drawn  by  the  pupils)  should  be  encour- 
aged, and  the  children  who  show  ability  in  this  line 
of  work  should  be  given  special  opportunity. 

4.  Exposition. 

The  directions  given  for  oral  work  in  this   and  in 

earlier  grades  may  be  followed  here. 
Occasionally  a   quotation  or  poem  may  be   assigned 

for  interpretation. 

5.  Preparation  of  Outlines. 

Children  may  prepare,  under  the  direction  of  the 
teacher,  outlines  of  the  subject  matter  in  lessons, 
or  subjects  that  are  to  be  used  in  the  regular  com- 
position work.  In  this  way,  habits  of  orderly 
thinking  are  established.  Children  are  also  led  to 
see  the  important  point  in  a  paragraph. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      89 

Imitative  Expression: 
1.     Dictation. 

The  work  of  testing  the  children  as  to  their  knowl- 
edge of  the  various  matters  of  importance  in  con- 
nection with  correct  spelling,  punctuation,  capitali- 
zation, etc.,  should  be  continued  throughout  the 
year.  All  points  outlined  under  "Technical  Mat- 
ters" in  this  and  previous  grades  should  be  the 
basis  of  these  tests. 

Ill— GENERAL  WORK. 

1.  Use  of  Dictionary. 

If  pupils  require  it,  additional  drill  in  the  use  of  the 

dictionary  should  be  given. 
This  is  one  of  the  best  means  by  which  children  may 

increase  their  vocabularies. 

2.  Word  Study. 

The   study   of   common   prefixes,   suffixes   and   roots 

should  be  continued. 
Study  of  homonyms,  synonyms  and  antonyms  should 

also  be  continued  in  connection  with  reading  and 

composition  work. 
Lists  may  be  found  in  the  spelling  book  in  use. 
Correlate  the  word  study  and  word  analysis  with  the 

spelling  work  of  the  grade. 

3.  Technical   Matters. 
(1.)     Capitals. 

All  rules  for  capitals. 
(2.)     Punctuation. 

(a)  Comma:  to  set  off  inverted  expressions  and  in- 
dependent words  and  phrases. 

(b)  Semicolon:    before  "as"  introducing  an  example. 

(c)  Parenthesis:    for  explanatory  statements. 

(d)  Caret:   to  indicate  unintentional  omission. 
(3.)     Abbreviations. 

All  important  abbreviations  met  in  any  of  the  sub- 
jects of  the  year's  work. 

ENGLISH  GRAMMAR. 

The  real  test  of  efficiency  in  the  use  of  language  is  the 
students'  ability  to  speak  and  write  the  mother  tongue 
correctly,  and  to  interpret  correctly  the  thought  expressed 
in  words,  rather  than  readiness  in  repeating  by  heart  prin- 
ciples and  rules  which  they  cannot  apply. 


90  COURSE  OF  STUDY 

However,  pupils  should  have  a  scientific  basis  for  their 
knowledge  of  the  parts  of  speech,  their  classes  and  modifi- 
cations, and  the  rules  that  govern  them,  before  they  have 
completed  the  grammar  grades.  Such  a  scientific  study 
of  grammar  should  begin  in  the  Seventh  Grade. 

The  pupil  has  already  become  acquainted  with  the  main 
facts  of  English  Grammar.  The  whole  may  now  be  re- 
viewed and  enlarged  upon  with  the  aid  of  a  good  text  book. 

A.  Sentence  Structure  and  Analysis. 

Review  of  analysis  as  taught  in  the  Sixth  Grade,  with 
special  attention  to  the  study  of  the  dependent 
clause ; 

Connectives. 

B.  Parts  of  Speech. 

1.  Noun. 

(a)  Classes  (proper,  common). 

(b)  Properties  (person,  number,  gender,  case). 

Uses  of  the  Nominative  Case. 
Uses  of  the  Objective. 
Uses  and  form  of  the  Possessive. 
Nouns  in  apposition. 

2.  Pronoun. 

(a)  Classes     (personal,    relative,    interrogative    and 

adjective.) 

(b)  Properties  (person,  number,  gender,  case). 

Declension  of  personal  pronouns. 

(c)  Compound  personal  pronouns. 

Special  study  of  the  relative  pronoun  and  its 

uses. 
Relative  clauses — Restrictive  and  Descriptive. 
Drill  in  correct  use  of  relatives. 
Distinguish  between  relative  and  interrogative 

pronouns  "who"  and  "what." 

GRADE  SEVEN-B. 

Outline  and  Syllabus  as  in  Grade  Seven-A. 

ENGLISH   GRAMMAR. 

A.    Sentence  Structure  and  Analysis. 

Thorough  review  of  analysis  as  taught  in  Six-B  and 

Seven-A  Grades,  and  considerable  practice  in  the 

same. 
Avoid  intricate  and  involved  constructions. 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      91 

B.    Parts  of  Speech. 

1.  Adjectives. 

Classes  (common,  proper,  numeral  and  pronominal). 
Comparison  of  adjectives. 
Irregular  comparison. 
Correct  use  of  adjectives. 

2.  The  Article — Definite  and  Indefinite. 
Correct  use  of  the  article. 

3.  The  adverb. 

Classes : 

(a)  Time,  place,  degree,  manner. 

(b)  Conjunctive  adverb. 
Comparison  of  adverbs. 
Correct  use  of  adverbs. 

4.  The  preposition. 

Correct  use  of  the  preposition. 
Review  prepositional  phrase. 

5.  Conjunction. 
Classes:    Co-ordinate,  subordinate. 

Uses  of  each. 
Review   connectives   of   independent   and   dependent 
clauses. 

6.  Interjection. 

7.  Complete  parsing  of  adjective,  article,  adverb,  con- 

junction, preposition  and  interjection. 
The  more  difficult  study  of  the  verb  is  postponed  to 
the  Eighth  Grade,  except  what  is  necessary  at  this 
point  to  the  analysis  of  the  sentence,  e.  g.,  the 
study  of  verb  classification  (active,  passive  or 
neuter),  so  that  the  pupil  may  be  able  to  distin- 
guish between  object  and  attribute. 

GRADE  EIGHT-A. 
OUTLINE. 

I— ORAL  LANGUAGE  WORK. 
Original  Expression: 

1.  Recitation  by  Topics. 

2.  Oral  Reports  and  Talks  from  Outlines. 

3.  Narration. 

4.  Description. 

5.  Exposition. 

6.  Argument  and  Debate. 


92  COURSE  OF  STUDY 

Imitative  Expression: 

1.  Memorizing  Work. 

2.  Dramatization. 

II— WRITTEN  LANGUAGE  WORK. 
Original  Expression: 

1.  Letter  Writing. 

2.  Narration. 

3.  Description. 

4.  Exposition. 

5.  Argument. 

6.  Preparation  of  Outlines. 

Imitative  Expression. 
1.     Dictation. 

Ill— GENERAL  WORK. 

1.  Word  Study  and  Vocabulary  Work. 

2.  Technical  Matters,  including  English  Grammar. 

SYLLABUS. 
Aim: 

The  aim  of  the  training  in  oral  English  in  this  grade 
is  to  turn  out  pupils  at  the  end  of  the  year,  able  to 
stand  before  the  class  and  talk  for  a  minute  or 
two  upon  a  subject  within  the  range  of  their 
knowledge  and  experience,  speaking  plainly,  in 
clear-cut  sentences,  and  without  mistakes  in  gram- 
mar. 

The  aim  of  the  written  language  work  in  the  grades, 
and  particularly  in  this  last  grammar  grade,  is  to 
develop  ability  to  write  with  facility  an  original 
paragraph  within  the  range  of  the  pupil's  experi- 
ence. 

Such  a  paragraph  should  show : 

1.  An  absolute  mastery  of  "the  sentence  idea." 

2.  Freedom  from  mistakes  in  grammar. 

3.  Correct  spelling. 

4.  Unfailing   use   of   the    commonest    marks    in 

punctuation. 

5.  Some  evidence  of  attention  to  matters  of  sen- 

tence structure  and  to  the  choice  of  words. 

I.    ORAL  LANGUAGE  WORK. 

Original  Expression: 

1.    Recitation  by  Topics : 

In  this  grade,  the  recitation  by  topics  may  become  a 
still  more  effective  language  exercise.    It  demands 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      93 

discrimination  between  what  is  essential  and  what 
is  non-essential,  in  choosing  the  ideas  to  which 
expression  is  to  be  given.  The  ability  to  do  this 
is  a  test  of  a  pupil's  achievement  during  the  previous 
years  of  study. 
This  method  to  be  used  in  History,  Geography,  Read- 
ing, Civics  and  other  studies. 

2.     Oral  Reports  and  Talks  from  Outlines. 

After  reading  a  book  or  newspaper  article,  the  pupil 
should  be  able  to  give  in  concise,  clear  statements 
the  thought  it  contains,  and  also  some  slight  appre- 
ciation of  the  style  of  the  writer. 

3-4.     Narration  and  Description. 

The  narrative  and  descriptive  work  of  this  grade 
should  be  closely  correlated  with  the  work  in 
History,  Literature  and  Reading  selected  for  study. 
Furnish  the  pupil  with  good  models  for  imitation. 

5.  Exposition. 

Exposition  is  always  a  difficult  form  of  discourse  for 
the  pupil.  It  is  more  important  here  than  in  the 
lower  grades,  and  should  not  be  neglected. 

This  work  will  lead  to  and  demand  reading  and 
research  in  reference  works,  and  a  beginning  of 
independent  investigation. 

Outlines  of  the  matter  to  be  presented  orally  should 
always  be  prepared  in  advance. 

6.  Argument  and  Debate. 

The  study  of  the  argument  (as  a  form  of  language) 
in  this  grade  should  lead  directly  to  debate  in 
class,  and  to  a  kind  of  elementary  literary  and 
debating  society.  It  should  develop  the  power  of 
quick  and  accurate  thought,  and  ready  expression 
under  fire.  Ordinarily,  outlines  of  the  leading 
points  to  be  made  on  both  sides  of  the  subject 
should  be  prepared  beforehand.  Subjects  for  de- 
bate may  be  drawn  from  the  history  lesson,  or  from 
current  events. 

Imitative  Expression : 
1.     Memorizing  Work. 

Correlate  with  work  in  Reading  and  Literature. 

The  pupil  should  leave  the  Eighth  Grade  with  his 

mind  well  stored  with  the  great  thoughts  of  the 

present  and  the  past. 

The  amount  of  new  matter  to  be  memorized  should 

be  about  four  poems,  and  five  or  six  memory  gems, 


94  COURSE  OF  STUDY 

one  or  two  Psalms,  and  one  or  two  prose  selections 
of  suitable  length. 
2.    Dramatization. 

The  work  of  the  previous  grades  should  be  continued 
with  proper  increase  in  demands  as  to  originality 
and  dramatic  ability.  Material  may  be  drawn 
from  the  work  in  History,  Geography  and  Litera- 
ture. 

II— WRITTEN  LANGUAGE  WORK. 
Original  Expression: 
1.     Letter  Writing. 

The  work  of  this  year  should  round  out  and  complete 
the  pupil's  acquaintance  with  all  ordinary  kinds  of 
letters,  and  should  be  very  practical.  Much  prac- 
tice in  writing  business  letters  should  be  given. 
Good  models  of  all  kinds  of  letters  should  be 
studied.  A  pupil  leaving  the  Eighth  Grade  should 
have  reached  some  proficiency  in  the  art  of  letter 
writing. 

2-3.     Narration  and  Description. 

Material  for  this  work  will  be  furnished  in  the  liter- 
ary selections  appointed  for  study  in  the  Course  of 
Literature. 

In  the  description,  try  to  secure  vividness,  the  preser- 
vation of  a  constant  viewpoint,  and  a  logical  ar- 
rangement of  details  in  passing  from  the  whole  to 
the  part. 

4.  Exposition. 

Exposition  is  difficult,  and  much  may  not  be  expected 
of  the  child.  The  directions  given  under  "Oral 
Exposition"  may  apply  equally  well  here.  The 
oral  work  naturally  leads  to  the  writing  of  little 
essays  on  the  subjects  already  outlined  for  talks. 

Interpretations  and  appreciations  of  short  poems  or 
prose  selections  may  also  form  part  of  this  work. 

5.  Argument  and  Debate. 

While  the  chief  emphasis  in  this  work  is  to  be  placed 
on  the  oral  debate,  it  is  well  occasionally  to  have 
pupils  write  out  in  full  the  arguments  on  both  sides 
of  a  question. 

6.  Preparation  of  Outlines. 

In  all  the  forms  of  discourses  mentioned  above,  an 
outline  of  the  thought  to  be  followed  may  be  care- 


LANGUAGE,  GRAMMAR  AND  COMPOSITION      95 

fully  prepared  before  the  work  of  composition  is 

begun. 
It  will  secure  an  orderly  and  logical  presentation  of 

the  subject. 
The  work  of  preparing  outlines   and  summaries  in 

History,  Geography,  Reading  and  other  lessons  will 

also  be  very  helpful  to  the  student. 

Imitative  Expression: 

Dictation : 

The  dictation  exercises  of  this  year  should  test  the 
child's  knowledge  of  all  matters  touching  the  me- 
chanics of  written  language. 

At  least  two  exercises  each  week  should  be  devoted 
to  it. 

Ill— GENERAL  WORK. 

1.  Word  Study. 

All  the  various  kinds  of  word  study  outlined  in  the 
preceding  grades,  including  derivations  and  word 
analysis,  prefixes,  suffixes,  roots,  synonyms,  homo- 
nyms, antonyms,  should  be  continued  here. 

The  study  of  derivations  and  word  building  from 
the  standpoint  of  roots  and  prefixes  should  be 
especially  emphasized. 

A  systematic  effort  should  be  made  to  build  up  a 
good  vocabulary. 

The  pupil  should  be  given  in  this  grade  some  knowl- 
edge of  the  history  and  growth  of  the  English  lan- 
guage, and  the  various  elements  that  enter  into  it. 

2.  Technical  Matters. 

Pupils  should  be  thoroughly  tested  and  drilled  on 
all  matters  connected  with  punctuation,  capitaliza- 
tion, form,  etc.,  that  have  been  outlined  from  grade 
to  grade.  This  testing  will  be  done  in  dictation 
exercises,  in  composition  work,  and  wherever  an 
opportunity  occurs. 

ENGLISH  GRAMMAR. 
The  more  difficult  grammatical  constructions  omitted  in 
previous  grades,  or  treated  very  simply,  may  now  be  taken 
up. 

A.     Sentence  Structure  and  Analysis. 

Thorough  review  of  analysis  with  special  emphasis 

on  the  dependent  clause. 
Abundant  exercises  in  synthesis  as  well  as  analysis 
of  the  compound  and  complex  sentence. 


96  COURSE  OF  STUDY 

B.    Parts  of  Speech. 

The  technical  study  of  the  verb  will  be  the  special 

work  of  this  grade. 
Classes:     Active,  passive  and  neuter. 

N.  B.     See  argument  advanced  for  this  classifica- 
tion in  preference  to  the  classes  "transitive"  and 
"intransitive"  in  the  Catholic  Educational  Asso- 
ciation Report  of  1915. 
Mood:    Indicative,  potential,  subjunctive,  imperative, 

infinitive. 
Tense:     Present,    perfect,    future,    present    perfect, 

past  perfect,  future  perfect. 
Auxiliary  Verbs. 
Person  and  number  of  verbs. 
Agreement   with   their   subject. 
Uses  of  the  potential. 
Uses  of  the  subjunctive. 

Emphasize  correct  use  of  "will"  and  "shall." 
Conjugation  of  verbs. 
Progressive  and  emphatic  forms. 
Sequence  of  tenses. 
The  infinitive  and  its  uses. 
Participles — The  formation  and  use. 
The  nominative  absolute  case. 
Regular  and  irregular  verbs. 
The  three  principal  parts  of  the  verb. 
Drill  on  the  correct  use  of  irregular  verbs. 
Complete   study   of   verbs,   including   infinitives   and 

participles. 

GRADE  EIGHT-B. 

Outline  and  Syllabus  as  in  Grade  Eight-A. 

ENGLISH  GRAMMAR. 

This  half  year  may  be  devoted  to  reviewing  the  entire 
field  of  English  Grammar  as  presented  in  previous  grades, 
catching  up  all  loose  ends,  and  strengthening  knowledge 
by  much  practice  in  the  construction  and  analysis  of  sen- 
tences. 

Explain  the  more  difficult  and  unusual  constructions  met 
with,  or  which  may  have  been  more  lightly  passed  over  in 
previous  grades. 

Endeavor  to  make  the  work  practical  by  applying  the 
rules  of  syntax  learned,  to  the  correction  of  errors  in  ordi- 
nary speech,  and  the  general  betterment  of  spoken  and 
written  language. 


COURSE  OF  STUDY  IN  ARITHMETIC 


GRADE   ONE-A. 
Specific  Work — Counting. 

ORAL: 

Reading. — Numbers  to  50. 
Counting. — With  and  without  objects  to  50. 
Number  Stories. — Limited  to  numbers  whose  sum 
does  not  exceed  six. 

WRITTEN: 

Writing. — Numbers   to   20. 

SUGGESTIONS: 

The  work  of  this  grade  should  be  very  simple 
and  based  on  the  familiar  experiences  and  activ- 
ities of  children. 

Counting  constitutes  the  main  portion  of  the 
work. 

Teach  names  of  numbers,  their  order  in  count- 
ing; then  count  objects. 

Material  for  counting  may  be  varied;  splints, 
cubes,  beads,  buttons,  etc.  Count  objects  in  the 
room,  as,  desks,  windows,  pictures,  etc. 
The  chief  difficulty  in  teaching  counting  from  20 
to  100  lies  in  passing  correctly  from  one  decade  to 
another.  The  difficulty  may  be  obviated  by  hav- 
ing children  pause  after  28,  38,  48,  etc.,  drilling 
upon  29,  30,  31;  39,  40,  41;  49,  50,  51. 
The  number  work  is  oral;  number  stories  should 
be  of  the  simplest  kind. 

Train  children  to  hear  and  to  interpret  simple 
directions. 

Make  them  familiar  with  the  ordinary  language 
forms  denoting  position,  direction,  magnitude, 
etc.;  for  example,  to  the  right  of,  to  the  left  of, 
larger  than,  taller  than. 

Train  pupils  to  recognize  the  circle,  the  square, 
and  the  rectangle. 

[  97  ] 


98  COURSE  OF  STUDY 

TEXT  BOOKS  RECOMMENDED: 

In  the  hands  of  the  teacher  only: 

Primary  Arithmetic   (De  La  Salle  Series). 

City  Arithmetic,   Grade   1    (Wentworth,   Smith   & 

Shiels). 
First  Year  in  Numbers  (Hoyt  &  Peet). 
Work    and    Play     with    Numbers      (Wentworth- 

Smith). 
Pupil's    Arithmetic,     Part    I     (Byrnes,    Richman, 

Roberts). 
Busy  Builders. 

GRADE  ONE-B. 
Specific  Work — Counting  and  Easy  Combinations. 

ORAL: 

Reading. — Numbers   to   120. 
Counting.— By  l's  to  100 ;  by  2's,  5's,  10's  to  50. 
Addition  Combinations. — Drill  on  the  combinations 
whose  sum  is  less  than  10. 

Number  Stories. — Number  stories   and  games  in- 
volving the  combinations  learned. 
Measures. — The  inch,  the  foot,  the  yard;  the  pint, 
the  quart;  the  nickel,  the  dime. 

WRITTEN: 

Writing. — Numbers  to  120. 

Addition  and  Subtraction. — Within  the  combina- 
tions learned;  no  carrying,  no  borrowing.  Limit 
drill  on  combinations  to  two  addends. 

SUGGESTIONS: 

The  number  names  between  100  and  120  present 
a  difficulty,  the  correct  form  being  one  hundred 
one,  one  hundred  two;  not  one  hundred  and  one. 
The  Addition  taught  in  this  grade  amounts 
merely  to  a  drill  on  the  combinations,  and  these 
combinations  carried  through  the  decades. 
Teach  combinations  of: 

Numbers  from  1  to   9  with  1:  as,   6  and  1,  8 

and  1,  etc. 
10  and  any  number  from  1  to  9;  as,  10  and  6; 

10  and  9,  etc. 
The  decades  and  any  number  from  1  to  9;  as, 
30  and  2;  40  and  3;  50  and  4,  etc. 
These  combinations  may  be   applied  to   Subtrac- 


ARITHMETIC  99 

tion  by  taking  1  from  any  number  up  to  10;  as, 

1  from  9,  1  from  7,  etc. 

Use    real    measures:    the    foot    rule,    the    yard 

stick,  pint  and  quart  measures. 

Let  stories  illustrate  the  work  of  the  grade. 

Have  number  games,  playing  store,  etc. 

TEXT  BOOKS  RECOMMENDED: 
As  in  Grade  One-A. 

GRADE  TWO-A. 
Specific  Work — Easy  Addition  and  Subtraction. 

ORAL: 

Reading. — Numbers  to  1250.  Roman  Numerals 
to  XII. 

Counting.— To  50  by  2's  beginning  with  2;  to  100 
by  5's  beginning  with  5;  to  100  by  10's  beginning 
with  10. 

Combinations. — Review  the  preceding  primary  ad- 
dition combinations. 
Teach  groups  1  and  2  and  their  reverses. 

Group  1.— 3    4    3     2     6 
2    5     9     2    4 


Group  2.-3    4    3     2    2 
6    9     3     6     8 


Addition. — Begin  column  addition. 

Number     Stories. — Number     stories     and     games 

within  the  limits  of  the  combinations  learned. 

Measures. — The  inch,  foot,  yard ;  pint,  quart ;  U.  S. 

Money:     five  cents    (nickel),     ten  cents     (dime), 

twenty-five    cents     (quarter),     fifty    cents     (half 

dollar). 

Fractions. — Teach  y2  and  %. 

WRITTEN: 

Writing, — Numbers    to    1250.     Roman    Numerals 
to    XII. 

Addition. — Addition  of  columns  having  2,  3  and  4 
addends,  with  and  without  carrying. 
Subtraction. — Subtraction  without  borrowing. 


100  COURSE  OF  STUDY 

SUGGESTIONS : 

The  principal  work  of  this  grade  is  the  mastery 
of  the  easier  combinations  in  addition  and  their 
use  in  simple  addition  and  subtraction. 
The  difficulties  in  subtraction  should  be  overcome 
separately.  The  following  exercises  include  those 
that  occur  before  the  method  of  borrowing  is  in- 
troduced : 

12(5) (7)  8(0)63  9(7)80  64(3) (4)  (9)454 
-3(5) (7)      -5(0)33     -6(0)80     -2(2) (1)      -(9)202 

Construct  many  drill  problems  for  each  type. 
There  should  be  a  sufficient  number  of  applied 
problems  of  a  simple  nature  to  arouse  and  sustain 
interest;  these  problems  are  best  suggested  by 
the  immediate  environment,  but  there  must  also 
be  considerable  drill  in  abstract  computation. 
The  work  in  measuring  is  to  be  done  by  the 
pupils,  not  merely  talked  about. 

TEXT  BOOKS  RECOMMENDED: 

Primary  Arithmetic   (De  La  Salle  Series). 

City  Arithmetic,   Grade  2    (Wentworth,   Smith   & 

Shiels). 
Pupil's    Arithmetic,     Part    I     (Byrnes,    Richman, 

Roberts). 
Essentials    of  Arithmetic,   Primary   Book    (Went- 

worth-Smith) . 
Primary  Arithmetic    (Milne). 
Work  and  Play  with  Numbers    (Wentworth  and 

Smith). 
Busy  Builders. 
State  Series,  Elementary. 
Everyday  Arithmetic,  Book  I  (Hoyt  and  Peet). 

GRADE  TWO-B. 

Specific  Work — Addition  and  Subtraction. 

ORAL: 

Reading. — Numbers  to  10,250.  Roman  Numerals 
to  XII. 

Counting. — Review  the  work  of  the  preceding 
grades. 

Combinations. — Drill  thoroughly  on  the  combina- 
tions already  learned.  Teach  Groups  3,  4,  5  and 
their  reverses. 


ARITHMETIC  101 


Group   3.-2    8    4    5    7 
4     6    4    8     3 


Group   4. — 2 
5 

6 

7 

5  7 
3     8 

5 
5 

Group   5.-7 
9 

6 
6 

7  9 
2     9 

4 

8 

Addition  and  Subtraction. — Drill  thoroughly  on  the 
combinations  learned.  Continue  column  addition. 
Number  Stories. — Continue  number  stories  and 
games  as  in  the  preceding  grade.  Easy  problems. 
Measures. — Review  work  of  the  preceding  grades. 
The  telling  of  time;  the  days  of  the  week;  the 
months  of  the  year;  the  gallon. 
Fractions. — y2,  %,  %  illustrated  by  diagrams  and 
objects. 

WRITTEN: 

Writing. — Numbers   to    10,250.    Roman   Numerals 
to   XII. 

Addition: — Columns  of  from  3  to   6  addends  in- 
volving carrying. 

Subtraction. — Exercises  having  2,  3  and  4  figures 
in  minuend,  involving  borrowing. 
Construct  many  problems  involving  the  following 
types  of  difficulty  in  "borrowing": 

(5)24        1(0)20        5(0)2        6(8)2 
(_)92  (_)84      -2(9)3      -2(9)3 


SUGGESTIONS: 

Review  rapidly  the  work  of  Grade  Two-A. 
At    the    close    of    the    Second   Year,    the    child 
should   have   a   mastery   of   the   25    combinations, 
and  be  '*  ible    to   add,    with    reasonable  rapidity, 
columns  consisting  of  from  three  to  six  addends. 
He  should  be  able  to  subtract  any  number  of  three 
or  four  figures  from  a  larger  number  of  three  or 
four  figures,  with  and  without  borrowing. 
Teach  one  method  of  subtraction  only. 
Give  a  sufficient  number  of  applied  problems  to 
arouse  and  sustain  interest. 


s^   \  li 


102  COURSE  OF  STUDY 

TEXT  BOOKS  RECOMMENDED: 
As  in  Grade  Two-A. 


GRADE  THREE-A. 
Specific  Work — Multiplication  Through  6x12. 

ORAL: 

Reading.— Numbers  to  100,000.  Roman  Numerals 
to  L. 

Addition  and  Subtraction. — Review  the  combina- 
tions learned  in  the  preceding  grades.  Teach 
groups  6,  7,  8  and  their  reverses. 

Group   6.-7     3     5     9     9 
7    4    7     2     1 


Group   7.-8 
8 

9 
6 

6  7  9 
5    18 

Group   8.— 1 

8 

5 
9 

7  2  8 
4     13 

Multiplication.— The  tables  through  6x12. 
As  the  facts  of  one  table  are  mastered,  make 
application  to  problems  in  which  the  multiplicand 
contains  no  more  than  four  figures,  before  in- 
troducing the  facts  of  the  next  table. 
Fractions. — %,  %,  %,  %  of  numbers  that  are 
multiples   of   denominators. 

Measures. — U.  S.  Money;  making  change  to  One 
Dollar ;    Time. 

Applied  Problems. — Problems  suggested  by  actual 
conditions  of  the  child's  environment. 

WRITTEN: 

Writing. — Numbers  to  100,000.  Roman  Numerals 
to  L.  Drill  on  writing  numbers  from  dictation. 
Special  drill  on  numbers  containing  cipher. 
Addition  and  Subtraction. — Work  for  accuracy 
and  rapidity.  Exercises  in  dollars  and  cents. 
Avoid  too  long  columns. 
Multiplication. — Within  the  tables  learned.     Two 


ARITHMETIC  103 

figure    multipliers.      Special    attention    to     cipher 
difficulty;  also,  to  position  of  partial  product. 
Practical  Applications. — Easy    problems    in    addi- 
tion,   subtraction    and    multiplication,    involving 
only  one  operation. 

SUGGESTIONS : 

Teach  the  pupils  to  see  that  problems  are  putting 
into  use  the  facts  already  learned  about  number 
relations.     Make  the  work  interesting. 

TEXT  BOOKS  RECOMMENDED: 

Primary  Arithmetic  (De  La  Salle  Series). 
School  Arithmetics,  Book  I  (Went worth-Smith). 
Essentials   of   Arithmetic,   Primary   Book    (Went- 

worth-Smith). 
City  Arithmetic,  Grade  III  (Went worth,  Smith  & 

Shiels). 
Progressive  Series,  Book  I  (Milne). 
Elementary  Arithmetic  (McClymonds  &  Jones). 
Essentials  of  Arithmetic,  Book  I  (Harvey). 
Model  Store  Demonstration  Drills   (Chapin). 
S.  F.  Normal  Bulletin,  No.  11.     Part  I. 
Everyday  Arithmetic,  Book  I  (Hoyt  and  Peet). 
Arithmetics,  Book  I  (Edwin  Lee  Thorndike). 

GRADE  THREE-B. 

Specific  Work — Multiplication  and  Short  Division. 

ORAL: 

Reading. — Numbers  to  100,250.     Roman  Numerals 

to   C. 

Addition     and     Subtraction. — All     combinations. 

Continue    and    perfect    the   work     of    preceding 

grades.     Work  for  accuracy  and  speed. 

Multiplication. — Tables  through   12x12. 

As   the   facts   of   one   table    are   mastered,   make 

application   to    problems,    before    introducing    the 

facts  of  the  next  table. 

Division. — Tables  through  9's. 

Fractions.— y2,  %,  %,  %,  %,  %. 

Measures. — Review  those  previously  learned.  The 

ounce  and  pound. 


104  COURSE  OF  STUDY 

Applied  Problems. — One-step  problems  as  in 
Grade  Three-A. 

WRITTEN: 

Writing'. — "Writing    from    dictation    numbers    to 
100,250.     Roman   Numerals   to   C. 
Addition    and    Subtraction. — Constant    drills    for 
accuracy  and  speed.     Teach  pupils  to  check  their 
work;  place  a  time  limit  on  formal  work. 
Multiplication. — Two  and  three  figure  multipliers. 
Emphasize    zero    difficulty,     and     the    placing    of 
partial  product. 
Division. — Through  9's. 

Signs  and  Terms. — Plus,  minus,  equals;  sum,  dif- 
ference,  product,   divisor,   dividend,   quotient. 
Practical   Applications. — Easy   problems    in   addi- 
tion,   subtraction,    multiplication,    and    short    di- 
vision. 

SUGGESTIONS : 

Teach    pupils    how  to   interpret;     how    to   solve 

problems. 

Analysis  of  simple  one-step  problems. 

Teach  the  pupils  to  see  that  problems  are  putting 

into  use  the  facts  already  learned  about  number 

relations. 

TEXT  BOOKS  RECOMMENDED: 

As   in   Grade   Three-A. 

GRADE  FOUR-A. 

Specific  Work — Long  Division. 

ORAL: 

Reading. — Integers  to  1,000,000.  Principles  of 
numeration  and  notation  explained.  Roman  Num- 
erals to  M. 

Addition  and  Subtraction. — Drills  for  accuracy 
and   speed. 

Review  all  combinations. 

Multiplication  and  Division. — Thorough  drill  for 
accuracy  and  speed.     Review  all  tables. 
Measures. — Ounce,   pound,  ton. 
Fractions. — Review  and  expand  work  of  the  pre- 
ceding   grades. 


ARITHMETIC  105 

Applied  Problems. — Everyday  problems  involving 
the  four  fundamental  operations.  Easy  two-step 
problems. 

WRITTEN: 

Writing". — Writing    from    dictation     integers     to 

1,000,000.     Roman  Numerals  to  M. 

Addition,  Subtraction,  Multiplication  and  Division. 

Review.     Thorough  drill  of  work  of  the  preceding 

grades.     Work  for  accuracy  and  speed. 

Long  Division. — This  is  the  specific  work  of  the 

grade.     Begin  with  easy  divisors:  21,  31,  41,  51, 

etc.,    and   gradually   introduce   the   more    difficult 

divisors. 

Bills. — Simple    bills     of    two    or     three    items     in 

proper  form. 

Practical      Application. — Give      abundance      and 

variety  of  two-step   problems  involving   the  four 

fundamental   rules. 

SUGGESTIONS : 

Long  Division  will  present  the  greatest  difficulty 
encountered  by  children  in  Elementary  Arith- 
metic. Therefore,  give  this  work  special  attention. 
Proceed  slowly,  step  by  step,  to  the  more  difficult 
work. 

Give  all  possible  attention  to  accuracy,  speed, 
neatness.  Teach  children  to  give  clear,  concise, 
comprehensive    statements.  • 

TEXT  BOOKS  RECOMMENDED  : 

Elementary  Arithmetic   (De  La  Salle  Series). 

State    Series    Elementary. 

City    Arithmetic,    Grade    IV    ( Wentworth,    Smith 

&  Shiels). 
School  Arithmetic,  Book  I  (Wentworth  &  Smith). 
Essentials,  Primary  Book  (Went worth-Smith). 
Pupil's   Arithmetic,   Book   II. 

San  Francisco  Normal  Bulletin,  Number  11,  Part  I. 
Model  Store   Demonstration  Drills    (Chapin). 
Progressive  Series,  Book  I  (Milne). 
Arithmetic,  Book  I   (Edwin  Lee   Thorndike). 


106  COURSE  OF  STUDY 

GRADE  FOUR-B. 

Specific    Work — Thorough    Review    of    Four    Funda- 
mental Rules. 

ORAL: 

Reading. — Numeration     and    Notation    continued 

as  in  Grade  Four-A. 

Roman  Numerals  as  in  Grade  Four-A. 

Addition,  Subtraction,  Multiplication  and  Division. 

Continue  drill  on  all  combinations  and  tables  of 

preceding  grades. 

Drills  for  accuracy  and  speed. 

Measures. — Review  work  of  the  preceding  grades. 

Square  inch,  square  foot,  square  yard. 

Fractions. — Continue    work    as    in  the  preceding 

grade. 

Applied  Problems. — Continue  problems  as  in  Grade 

Four-A. 

WRITTEN: 

Writing. — Review  work  of  Grade  Four-A. 

Addition    and    Subtraction. — Exercises    to    secure 

accuracy  and  speed. 

Multiplication  and  Division. — Exercises  to  secure 

accuracy  and  speed. 

Bills. — Simple   accounts   of  four  or  five  items   in 

proper  form. 

Practical  Applications. — Continue  work  of  Grade 

Four-A. 

SUGGESTIONS: 

As  this  is  the  last  year  of  the  Primary  Grades, 
the  essentials  of  integers  should  have  been  mas- 
tered. It  is  necessary  to  review  and  perfect 
therefore  the  four  fundamental  operations  in 
integers. 

On  completing  the  year's  work,  the  pupils  should 
have   acquired   the   ability 

(a)  To  read  and  write  numbers  within  six 
places. 

(b)  To  use  the  four  fundamental  processes  of 
integers  accurately  and  with  a  fair  degree 
of   rapidity. 

(c)  To  solve  problems  within  the  range  of 
their  experience  involving  these  processes. 


ARITHMETIC  107 

(d)  To   use   the   facts   of   denominate   numbers 
called  for  in  the  four  grades. 

(e)  To  use  the  simple  fractional  forms  studied 
in  the  four  grades. 

Aim  to  develop  clear  thinking,  and  definite,  cor- 
rect expression. 

TEXT  BOOKS  RECOMMENDED: 
As  in  Grade  Four-A. 

GRADE  FIVE-A. 
Specific  Work — Addition  and  Subtraction  of  Fractions. 

OUTLINE. 
ORAL  AND  MENTAL: 

Reading. — Thorough  review  of  numeration  and  of 

the  Roman  Numerals. 

The  Fundamentals. — The  four  fundamental  rules. 

Fractions. — Exercises  in  addition  and  subtraction, 

using  an  abundance  of  business  fractions. 

Measures. — Review  the  measures  of  the  preceding 

grades. 

Applied    Problems. — The    four   rules   in   integers. 

Fractions.     Oral   analysis. 

WRITTEN : 

Writing.— Integers   to    10,000,000. 
The    Fundamentals. — Review    and    continue    the 
work  of  the  four  fundamental  rules. 
Fractions. — Addition,   subtraction,   reduction. 
Measurements. — Apply  the   measures  of  the  pre- 
ceding grades  to  everyday  problems. 
Bills. — Computing  and  receipting  ordinary  house- 
hold bills. 

Applied  Problems. — Review  the  four  rules.  Addi- 
tion and  subtraction  of  fractions.  Simple  analysis. 

SYLLABUS. 

SUGGESTIONS: 

Endeavor  to  cultivate  in  the  pupil  the  ability  to 
see  clearly  the  conditions  of  the  problems,  and  to 
interpret  them  properly. 

Develop  the  habit  of  clear  thinking,  and  concise 
and  correct  expression.     Train  pupils 


108  COUKSE  OF  STUDY 

(a)  to  tell  how  to  do  the  example  before  per- 
forming the  operation, 

(b)  to  estimate  approximate  results, 

(c)  to  check  and  to  prove  all  results. 
Reading  and  Writing. — Train  pupils  to  read  and 
write     readily     integers     to    10,000,000.       Apply 
Roman    numerals     to     dates,    corner-stones,    etc. 
Fractions   and   mixed   numbers. 

The  Fundamentals, — The  purpose  of  the  review 
and  continued  work  in  the  four  fundamental  rules 
is  to  secure  accuracy  and  speed.  Give  daily 
exercises  with  this  object  in  view.  Time  limit 
exercises.  Teach  short  method  in  multiplying 
and  dividing  by  10,  100,  1000. 
Fractions — Fractions  should  be  developed  objec- 
tively as  far  as  possible.  Diagrams,  paper  cutting 
and  class  apparatus — chalk,  rulers,  etc.,  will  serve 
the  purpose.  Teach  to  find  the  common  denomi- 
nator by  inspection.  Only  denominators  com- 
monly used  should  be  employed.  Mixed  numbers 
should  never  be  reduced  to  improper  fractions  in 
addition  and  subtraction. 

(a)  Addition. — Introduce  addition  with  frac- 
tions having  like  denominators.  When  these 
are  well  known  gradually  lead  the  pupils  to 
addition  of  fractions  having  unlike  denomi- 
nators; addition  of  mixed  numbers. 

(b)  Subtraction. — Proceed  as  in  addition,  adher- 
ing to  the  same  form  in  the  work. 

(c)  Reduction. — Reduce  fractions  to  higher 
and  lower  terms,  mixed  numbers  to  im- 
proper fractions  and  the  reverse,  two  or 
more  fractions  to  fractions  having  a  com- 
mon denominator. 

Formal  reduction  may  precede,  or  follow,  or 
accompany  addition  and  subtraction  of  fractions. 
Measurements. — Apply  measures  previously  taught 
to   easy  concrete  problems. 

Bills  and  Accounts. — The  work  of  bills  may  be 
made  both  interesting  and  practical  by  the  use  of 
standard  forms  of  bills  and  receipts,  the  work 
being  limited  to  four  or  five  items. 
Applied  Problems. — Continue  to  apply  the  four 
operations  to  the  daily  problems  of  life  by  means 
of  one  and  two-step  problems:  one-step  problems 
in  addition  and  subtraction  of  fractions. 


ARITHMETIC  109 

TEXT  BOOKS  RECOMMENDED: 

Elementary  Arithmetic   (De  La  Salle  Series). 

Elementary  Arithmetic    (Milne). 

School  Arithmetic,  Book  II  (Wentworth  &  Smith). 

Essentials  of  Arithmetic,  Intermediate  Book  (Went- 
worth-Smith) . 

Standard  Arithmetic,  Book  II  (Hamilton). 

Everyday  Arithmetic,  Book  II   (Hoyt-Peet). 

Silver-Burdett  Arithmetics,  Book  II  (Philips-An- 
derson). 

City  Arithmetic,  Grade  V  (Wentworth-Smith- 
Shiels). 

Arithmetic,  Book  II  (Edwin  Lee  Thorndike). 

TEACHERS'  SUPPLEMENTARY  TEXTS: 

Essentials  in  Arithmetic,  Book  II  (Harvey). 

San  Francisco  State  Normal  Bulletin,  Number  11, 

Part   II. 
Elementary    Arithmetic     (McClymonds- Jones). 
Arithmetic,    Fundamental    Processes    (Walsh-Suz- 

zallo). 
Food  Problems   (Farmer-Huntington). 
Model  Store  Demonstration  Drills  (Chapin). 
Arithmetic  Problems,  Book  I   (Dubbs). 
Mental  Arithmetic    (Milne). 
New  Intellectual  Arithmetic  (Robinson). 
New  Mental  Arithmetic  (Brooks). 
Oral   Arithmetic    (Went worth-Smith). 
Oral  Arithmetic,  Book  I   (Kirk-Sabin). 

GRADE  FIVE-B. 

Specific  Work — Multiplication  and  Division  of 
Fractions. 

OUTLINE. 

ORAL  AND  MENTAL: 

Reading.— Integers  to   10,000,000. 

The   Fundamentals. — Continue    the  work    of  the 

four   fundamental   rules   to    attain   accuracy    and 

speed. 

Fractions. — Easy  exercises  in  all  four  processes. 

Measures. — Drill    on    measures    of    the    preceding 

grades. 

Applied  Problems. — Everyday  problems  involving 

the   four  fundamental  rules   and   fractions.     Oral 

analysis. 


110  COURSE  OF  STUDY 

WRITTEN: 

Writing. — Review    the    previous    work.    Integers 
to   10,000,000. 

The  Fundamentals. — Drill  on  the  four  rules.  Exer- 
cises to  develop  accuracy  and  rapidity. 
Fractions. — Review  addition,   subtraction.     Teach 
multiplication   and  division. 

Measurements. — Apply  the   measures  of  the  pre- 
ceding grades  to  practical  problems. 
Bills. — Computing  and  receipting  bills. 
Applied  Problems. — Application  of  the  four  rules. 
Fractions.     Analysis. 

SYLLABUS. 

SUGGESTIONS: 

See  those  indicated  for  Grade  Five-A. 
Fractions. — 

(a)  Review. — Review  and  strengthen  the  work 
in  addition  and  subtraction,  as  outlined  in 
Grade  Five-A.  Train  child  to  find  common 
denominator  to  100  by  inspection.  Continue 
objective  method,  giving  an  abundance  of 
oral  and  mental  exercises. 

(b)  Multiplication. — Thorough  drills  on  halves, 
thirds,  fourths,  fifths,  etc.,  by  all  the  digits 
to  9. 

Develop  multiplication  after  the  following 
plan:  a  fraction  by  a  whole  number;  a 
mixed  number  by  a  whole  number;  a  whole 
number  by  a  fraction;  a  whole  number  by 
a  mixed  number;  a  fraction  by  a  fraction; 
a  mixed  number  by  a  mixed  number.  De- 
velop cancellation  in  conjunction  with  this 
work. 

In  the  operation,  16%xl8,  do  not  allow  the 
pupil  to  reduce  the  mixed  number  to  an 
improper  fraction. 

(c)  Division. — Give  thorough  oral  drills.  The 
matter  may  be  presented  after  the  following 
plan:  a  fraction  by  an  integer;  an  integer 
by  a  fraction;  a  fraction  by  a  fraction;  di- 
vision of  mixed  numbers. 

Teach  only  one  method  of  Division. 


ARITHMETIC  111 

Measurements.  —  Apply   the    measures   previously 

studied  to  the  practical  problems  encountered  by 

the  child. 

Bills    and  Accounts. — Continue    and  expand     the 

work  as  outlined  for  Grade  Five-A. 

Applied   Problems. — Fractions   in   all   forms,    and 

the  four  fundamental  rules  applied  to   everyday 

usage      through      one     and     two-step     problems. 

Analysis  of  one  and  two-step  problems. 

TEXT  BOOKS  RECOMMENDED: 

See  list  appended  to  Grade  Five-A. 

TEACHERS'  SUPPLEMENTARY  TEXTS: 
See  list  appended  to  Grade  Five-A. 

GRADE  SIX-A. 

Specific  Work — Decimals  and  Introductory 

Measurements. 

OUTLINE. 

ORAL  AND  MENTAL: 

Reading. — Review    integers.      Teach    reading    of 

decimals. 

The    Fundamentals. — Frequent    drills    to     secure 

accuracy  and  speed. 

Fractions. — Review  the  practical  features   of   all 

four  operations. 

Decimals. — The  four  rules  and  decimal  equivalents 

of  busines  fractions. 

Measures. — Tables:     U.     S.     Money,     avoirdupois 

weight,  liquid,  linear,  square  and  cubic  measures, 

time,  counting. 

Applied  Problems. — The  four  fundamental  rules, 

fractions,  decimals,  simple  measures. 

WRITTEN: 

Writing. — Dictation   work   in   integers,   and   deci- 
mals to  the  sixth  decimal  place  included. 
Fundamentals. — Frequent    drill    exercises    in    the 
four  rules  to  secure  accuracy  and  speed. 
Fractions. — Thorough  review  of  practical  applica- 
tions. 


112  COURSE  OF  STUDY 

Decimals. — Teach    addition,    subtraction,    multipli- 
cation, division,  and  reduction. 
Bills  and  Accounts. — Bills  and  simple  household 
accounting. 

Applied  Problems. — Applications  of  the  four  rules 
of  fractions  and  decimals.  Practical  application  of 
the  denominate  tables  mastered.  Analysis  of  two- 
step    problems. 

SYLLABUS. 

SUGGESTIONS: 

It  is  neither  necessary  nor  advisable  to  adhere 
rigidly  to  the  order  of  problems  as  found  in 
the  text  book.  The  teacher  should  select  the 
best  and  most  practical  problems  from  several 
texts,  as  well  as  from  the  best  usages  of  busi- 
ness and  domestic  life.  The  aim  should  be  to 
teach  the  matter  rather  than  the  individual 
problems.  Give  much  oral  and  mental  work  to 
review,  introduce,  and  supplement  the  written 
work. 

Reading  and  Writing. — Reading  and  writing  deci- 
mals of  the  first  six  orders.  In  the  reading  and 
writing  of  decimals,  say  "one  hundredth,"  not 
"one  one  hundredth;"  "one  thousandth,"  "ten 
thousandths,"  etc.  In  reading  mixed  numbers, 
use  the  word  "and"  to  connect  the  whole  number 
and  the  decimal.  In  columns  of  decimals  insist 
that  the  decimal  point  and  the  corresponding 
orders  be  placed  in  columns. 
Drill  on  the  effect  of  moving  the  decimal  point. 
Make  it  clear  that  annexing  ciphers  to  the  right 
of  a  number  after  the  decimal  point  does  not 
change  its  value. 

Fundamentals. — Frequent  drills  for  accuracy  and 
speed  in  the  four  processes  of  integers,  fractions, 
and  decimals.  Review  U.  S.  money.  Emphasize 
factors  and  prime  factors.  Time  limit  exercises. 
Fractions. — Give  frequent  drills,  oral,  mental,  and 
written,  in  all  features  of  fractions.  Place  special 
emphasis  upon  multiplication  and  division.  Aim 
to  make  the  pupils  very  thorough  in  handling  all 
the  practical  features  of  fractions. 
Decimals. — Thorough  review  of  addition,  sub- 
traction,   multiplication,    division,    and    reduction. 


ARITHMETIC  113 

Reduce  common  fractions  to  decimals,  and  the  re- 
verse. Commit  to  memory  the  decimal  equivalents 
of  business  fractions.  Make  practical  applica- 
tions of  these  to  multiplication:  e.  g.,  .62%  of  24 
equals  what?  .62V2  equals  %,  %  of  24  equals  15. 
Pupils  should  be  well  trained  in  placing  the  deci- 
mal point  in  multiplication  and  division;  stress 
the  correct  position  of  the  decimal  point  in  the 
quotient.  The  problems  should  generally  be  dic- 
tated. The  work  in  decimals  may  be  made  inter- 
esting by  having  the  pupils  calculate  averages  in 
common  usage,  baseball,  statistics,  etc. 
Measurements. — The  measures  should  be  taken  in 
connection  with  concrete  work,  and  embrace 
everyday  usage. 

Numerous  oral,  mental,  and  written  problems 
based  upon  commercial  and  domestic  usage. 
Finding  time  between  dates.  Finding  area,  and 
perimeter  of  rectangle,  square,  and  right  triangle. 
Give  easy  practical  applications  on  the  above. 
Bills  and  Accounts. — Bills  and  receipts  for  every- 
day transactions;  ordinary  marketing.  Use  stand- 
ard forms,  and  have  the  child  select  his  own 
transactions  and  items.  Limit  to  five  or  six  items. 
Applied  Problems. — Oral,  mental,  and  written 
problems  in  the  fundamentals,  fractions,  decimals, 
and  measurements.  Analysis  of  two-step  problems. 
Calculate  by  the  dozen,  the  gross,  and  the  aliquot 
part  of  a  dollar. 

TEXT   BOOKS   RECOMMENDED: 

See  list  appended  to  Grade  Five-A. 

TEACHERS'  SUPPLEMENTARY  TEXTS: 
See  list  appended  to  Grade  Five-A. 

GRADE  SIX-B. 

Specific  Work — Practical  Measurements  and 
Introductory  Percentage. 

OUTLINE. 

ORAL   AND   MENTAL: 

Reading. — Review  work  of  the  preceding  grades. 
The  Fundamentals. — Frequent  drills  to  develop 
accuracy   and   speed. 


114  COURSE  OF  STUDY 

Measures. — Review  tables  of  previous  grades,  ab- 
stractly and  concretely. 

Percentage. — The  fundamental  operations  as 
applied  to  easy  problems. 

Applied  Problems. — Continue  the  work  of  the 
preceding    grade.     Measurements.     Percentage. 

WRITTEN: 

Writing. — Review     the     work     of    the    preceding 
grades.     Emphasize  decimals. 
The  Fundamentals. — Advanced    drills     to    secure 
accuracy  and  speed. 

Practical    Measurements. — Review    work    of    the 
previous    grades.     Practical    applications. 
Percentage. — The  fundamental  operations  of  per- 
centage. 

Bills  and  Accounts. — Review  and  expand  the 
work  of  Grade   Six-A. 

Applied  Problems. — Review  and  expand  the  work 
of  Grade  Six-A. 

SYLLABUS. 

The  Fundamentals. — Frequent  exercises  in  the 
four  rules  of  integers  and  fractions.  Review 
drills  in  factoring  and  cancellation.  Decimals: 
review  reduction,  addition,  subtraction;  emphasize 
multiplication,  division,  and  the  proper  use  of  the 
decimal  point.  Various  drills  to  develop  accuracy 
and  speed. 

Measurements. — (a)  Review  thoroughly  all  tables, 
giving  abundance  of  concrete  exercises.  Appli- 
cations of  linear,  square  and  cubic  measures  to 
practical  problems.  Stress  finding  difference  in 
time  between  two  given  dates, 
(b)  Practical  problems  as  applied  in  business 
usage:  carpeting,  plastering,  paving,  painting; 
board  measure;  contents  of  bins  and  of  cars;  ex- 
cavations. 

Introductory  Percentage. — (a)  The  work  of  per- 
centage in  this  grade  is  to  be  of  an  introductory 
character.  Develop  percentage  as  fractions  and 
decimals  under  new  names  and  notations.  Make 
little  use  of  the  expressions  base,  rate,  percentage. 
(b)  Introduce  the  term  "per  cent"  as  a  synonym 


ARITHMETIC  115 

for  hundredths.  Introduce  the  %  mark  as  the 
equivalent  of  the  denominator  (100),  or  of  the 
decimal  point  in  hundredths;  %  equals  50/100 
equals  .50  equals  50%.  Drill  on  the  converse: 
50%  equals  .50  equals  50/100  equals  %.  Memor- 
ize the  per  cent  equivalents  of  the  most  common 
business  fractions. 

(c)  The  fundamental  operations  in  simple  per- 
centage: to  find  any  per  cent  of  numbers;  to  find 
what  per  cent  one  number  is  of  another;  and  to 
find  a  number  when  a  certain  per  cent  of  that 
number  is  given.  Applications  to  simple  prob- 
lems. Show  that  this  operation  is  simply  work 
already  done  in  decimals.  In  finding  per  cents  of 
quantities,  the  pupils  may  work  decimally  or 
fractionally,  at  the  discretion  of  the  teacher. 
Bills  and  Accounts. — Teach  pupils  to  keep  simple 
personal,  and  household  expense  and  receipt  ac- 
counts. 

Applied  Problems. — Review  work  as  outlined  in 
Grade  Six-A.  Drill  in  the  application  of  tables 
of  measure.  Analysis  of  two  and  three-step 
problems.  Much  mental,  oral  and  written  exer- 
cises applying  the  practical  features  of  fractions 
and  decimals  involving  percentage.  Apply  meas- 
urements learned.  Calculate  by  the  C,  M.,  gross, 
dozen,  aliquot  part,  etc. 

TEXT  BOOKS  RECOMMENDED: 

See  list  appended  to  Grade  Five-A. 

TEACHERS'    SUPPLEMENTARY   TEXTS: 
See  list  appended  to  Grade  Five-A. 

GRADE  SEVEN-A. 
Specific  Work — The  Applications  of  Percentage. 

OUTLINE. 

ORAL  AND  MENTAL: 

The  Fundamentals  and  Fractions. — Develop 
accuracy  and  rapidity. 

Definitions. — Common  terms  used  in  the  Grade 
Work. 

Measures. — Occasional  reviews  of  the  practical 
work   of  the  preceding  grades. 


116  COURSE  OF  STUDY 

Percentage. — Per   cent     equivalents      of     business 
fractions  thoroughly  reviewed.     Give  a  variety  of 
exercises   on   the    applications   of    percentage. 
Applied  Problems. — Applications  of  percentage  to 
practical  problems.     Measurements.     Analysis. 

WRITTEN: 

The  Fundamentals. — Drills  developing  accuracy 
and  rapidity. 

Fractions. — Common     fractions,     decimals;     frac- 
tional, decimal,  and  per  cent  equivalents. 
Measurements, — Review    the    work    of    the    Sixth 
Grade. 

Percentage. — Review  the  simple  cases  of  per- 
centage. 

Profit  and  Loss. — Practical  and  common  problems. 
Commission. — Confine  the  work  to  practical  prob- 
lems. 

Commercial  or  Trade  Discount. — Practical  business 
problems. 

Bills  and  Accounts. — Review.  Discounting  bills. 
Paying  money. 

Applied  Problems. — Problems  involving  the  prin- 
ciples    of    percentage.     Analysis.     Graphs.     Easy 


equations. 


SYLLABUS. 


SUGGESTIONS : 

Both  teacher  and  pupil  should  bear  in  mind 
that  accuracy  and  neatness  are  more  important 
than  speed.  The  pupil  should  be  trained  to 
arrange  all  work  neatly  and  methodically.  The 
teacher  should  accept  only  work  of  this  type. 
Insist  much  upon  clear-cut,  legible  figures,  and 
upon   economy   of   space. 

Use   much   oral   and   mental  work   to   review,   in- 
troduce, and  supplement  the  written  work. 
In  written  work  have  the  pupil  state  what  is  to 
be    found,    step    by    step,    and    give    method    of 
procedure. 

Many  pupils  leave  school  after  the  completion 
of  Grade  Seven-B,  or  Grade  Eight-B.  They 
enter  trades  or  shops,  or  other  occupations  where 
the  formula  and  the  graph  are  extensively  used. 


ARITHMETIC  117 

It  is  to  fit  the  pupil  to  meet  these  prevailing  con- 
ditions, that  the  equation  and  the  graph  are  in- 
troduced in  the  last  two  years  of  this  course. 
They  are  to  be  taught  in  simple,  practical  forms, 
as  actually  used  in  the  workshop  of  today,  as 
commonly  found  in  trade  journals,  magazines, 
and  manuals,  and  as  tools  that  will  enhance  the 
efficiency  of  the  pupil. 

The  Fundamentals. — Daily  drills  to  develop 
accuracy  and  rapidity.  Use  concrete  and  abstract 
problems,  and  tabulated  forms.  Vary  work  by 
using  signs.  Time  limit  exercises.  Give  incidental 
work  in  Arabic  and  Roman  notation. 
Fractions. — Review  common  and  decimal  frac- 
tions; correlate  with  percentage. 
Measurements. — Review  linear,  square,  and  cubic 
measures.  Apply  work  to  practical  concrete 
problems.  Emphasize  time  between  dates  as  a 
preparation  for  interest.  Teach  children  to  find 
the  exact  number  of  days  as  a  preparation  for 
exact  interest. 

Percentage. — In  presenting  the  elementary  prob- 
lem work  of  percentage  the  teacher  must  bear  in 
mind  that  she  is  laying  the  foundation  for  the 
vital  work  that  follows  in  this  and  in  the  suc- 
ceeding grades.  Too  much  emphasis  cannot  be 
placed  upon  this  work  on  account  of  the  impor- 
tance of  percentage  and  its  application  in  the 
business  world.  Let  all  work  be  practical,  laying 
stress  upon  problems  involving  real  business 
transactions.  The  daily  activities  of  the  people 
should  be  drawn  upon  to  make  the  work  inter- 
esting, informational,  and  practical.  Give  much 
drill  in  problem  interpretation  and  proving  of 
results. 

As  there  is  very  little  gained  by  using  the  terms 
base,  rate,  percentage,  they  need  seldom  be  used 
except  in  connection  with  some  other  expression. 
Review  thoroughly  the  simple  cases  of  percentage 
as  outlined  in  Grade  Six-B.  Drill  on  the  practical 
features.  Exercises  in  fractional  and  decimal 
equivalents. 

Profit  and  Loss. — Work  to  be  of  practical  nature. 
Problems     should    be     in  keeping    with    business 
usage. 
Commission. — Use   problems    in    which    the    Com- 


118  COURSE  OF  STUDY 

mission  and  Net  Proceeds  only  are  to  be  found. 
Other  types  are  not  practical. 
Commercial  or  Trade  Discount. — Limit  work  to 
two  or  three  successive  discounts.  Marking  of 
goods.  Teach  the  reasons  for  allowing  discounts: 
buying  in  large  quantities,  paying  cash,  or  within 
a  specified  time.  Practical  problems. 
Explain  the  terms  used  in  Commercial  Discount, 
as:  Net,  90  days;  3%,  60  days;  2%,  10  days. 
Bills  and  Accounts. — Review  the  work  of  the  pre- 
ceding grades.  Bills  for  household  supplies,  ap- 
paratus for  games,  plays,  etc.  Bills  bearing  dis- 
counts. "Ways  of  paying  money:  checks,  postal 
or  money  orders,  registered  letters,  and  telegrams. 
Applied  Problems. — Problems  in  percentage  and 
its  various  applications  as  outlined.  Measure- 
ments. Analysis  of  two-  and  three-step  problems. 
Elementary  notions  of  graphs,  and  graphical 
methods  as  applied  to  ordinary  problems:  records, 
statistics,  products,  etc.  Use  the  equation  and 
the  symbol  x,  where  practical. 

TEXT  BOOKS  RECOMMENDED: 

Complete  Arithmetic  (De  La  Salle  Series). 
Complete    Arithmetic    (Hamilton). 
Standard  Arithmetic    (Milne). 
School  Arithmetic,  III  (Went worth-Smith). 
Essentials  of  Arithmetic    ("Went worth-Smith). 
Essentials  of  Arithmetic  (McClymonds- Jones). 
Everyday  Arithmetic,  Book  III   (Hoyt-Peet). 
Silver-Burdett  Arithmetics,  Book  III   (Philips- An- 
derson). 
Arithmetic,   Book   III    (Thorndike). 

TEACHERS'  SUPPLEMENTARY  TEXTS: 

City  Arithmetic    (Wentworth-Smith-Shiels). 
Arithmetic,    Practical    Applications      (Walsh-Suz- 

zallo). 
Essentials  of  Arithmetic  (Harvey). 
School  Arithmetic  (Cajori). 
Arithmetic  Problems,  Part  II   (Dubbs). 
Oral  Arithmetic,  Book  II  (Kirk-Sabin). 
Oral  Arithmetic   (Wentworth-Smith). 
New  Mental  Arithmetic  (Brooks). 
New  Intellectual  Arithmetic   (Robinson). 
Mental  Arithmetic   (Milne). 


ARITHMETIC  119 

GRADE  SEVEN-B. 
Specific  Work — Interest,  Taxes,  Insurance. 

OUTLINE. 

ORAL  AND  MENTAL: 

The    Fundamentals    and    Fractions. — Daily    exer- 
cises to  develop  accuracy  and  speed  in  the  use  of 
the  four  rules,  fractions,   and  decimals. 
Measurements. — Tables:    weight,    capacity,    time, 
and  circular  measure. 

Percentage—  The  practical  applications  of  the 
work  of  the  Seventh  Grade. 

Definitions. — Common  terms  used  in  the  work  of 
the  grade  that  the  pupil  may  use  them  the  more 
intelligently. 

Interest. — Numerous  practical  problems. 
Applied      Problems. — Continue      applications      of 
Grade   work.    Analysis. 

WRITTEN: 

The  Fundamentals  and  Fractions. — Review  thor- 
oughly the  work  of  the  Fourth,  Fifth,  and  Sixth 
Grades. 

Measurements. — Frequent  reviews   touching  upon 
the  most  practical  features  of  previous  work. 
Percentage. — Various   applications   of   the   matter 
outlined  in  Grade   Seven-A. 

Insurance. — Practical  features  of  life,  fire,  and 
marine   insurance. 

Taxes. — City  and  town  taxes.  Taxes  on  real 
estate.     Revenue,   etc. 

Interest. — Common  interest.  Banks.  Bank  dis- 
count.   Notes. 

Bills  and  Accounts. — Review  the  work  of  the  pre- 
ceding grade. 

Longitude  and  Time. — (Optional)  Correlate 
lessons  in  geography  with  arithmetic  lessons  on 
longitude,  meridian,  international  date  line,  and 
standard  time. 

Applied  Problems. — Problems  involving  the  vari- 
ous applications  of  percentage.  Analysis  of  three- 
step  problems.     Graphs.     Easy  equations. 


120  COURSE  OF  STUDY 

SYLLABUS. 

SUGGESTIONS : 

See  those  indicated  for  Grade  Seven-A. 
The  Fundamentals  and  Fractions. — Daily  drills 
to  develop  accuracy  and  rapidity  in  the  use  of 
integers,  fractions,  decimals,  percentage.  Time 
limit  exercises.  Incidental  work  in  notation: 
Arabic,  Roman,   decimal. 

Measurements. — Practical  review  of  the  work 
covered  in  the  preceding  grades.  Stress  weight, 
surface,  capacity,  time,  counting,  etc.  Teach 
circular  measure. 

Percentage. — The  cases  in  percentage  and  their 
applications  to  profit  and  loss,  commission,  com- 
mercial discount.  Review  thoroughly  this  work, 
stressing  problems  involving  actual  business 
transactions. 

Taxes. — Nature  and  purpose  of  taxes.  Taxes  on 
real  estate.  City  and  town  taxes.  Taxes  or  duties 
as  levied  on  imported  goods.  Internal  revenue. 
Income  taxes.  The  rate  is  usually  expressed  as 
so  many  mills  on  the  dollar,  or  as  so  much  per 
hundred  dollars,  instead  of  per  cent. 
Insurance. — Develop  the  practical  features  of  the 
subject.  Fire  insurance:  nature  of.  Life  insur- 
ance: various  kinds  of  policies.  Accident  in- 
surance. Marine  insurance.  Workmen's  com- 
pensation laws,  etc.  Insurance  is  an  application 
either  of  decimals  or  of  percentage.  The  rate  in 
life  insurance  is  given  as  the  premium  on  a  policy 
of  $1000;  the  rate  in  fire  insurance  is  given  as  the 
rate  on  each  $100. 

Interest. — (a)  Interest — The  earning  power  of 
money.  Teach  the  direct  case  of  finding  interest 
and  amount  thoroughly.  Correlate  interest  with 
percentage  by  teaching  the  common  method  first, 
then  the  six  per  cent  method.  In  the  teaching  of 
interest,  one  method  should  be  known  thoroughly 
before  a  second  method  is  attempted. 
Cancellation  as  applied  to  interest.  Finding  in- 
terest from  date  to  date  when  the  time  is  less 
than  a  year.  Compound  interest  as  applied  in 
savings  banks.  Exact  interest  need  be  given  little 
attention,  as  it  is  rarely  used  except  by  the  gov- 
ernment and  a  few  banks. 


ARITHMETIC  121 

Short  methods  may  be  introduced  when  the 
longer  processes  are  thoroughly  mastered.  Make 
the  work  as  practical  as  possible. 

(b)  Promissory  Notes — Writing  notes.  Kinds  and 
terms:  face  of  note,  date  of  maturity,  term  of 
discount.  Drill  upon  finding  the  days  a  note  has 
to  run,  etc.  Place  bank  and  negotiable  papers  of 
standard  size  and  form  in  the  hands  of  the 
pupils.  Drill  upon  indorsement.  Interest  on 
notes. 

(c)  Banks  and  Trust  Companies — Functions. 
Kinds:  national,  state,  commercial,  savings,  postal 
savings;  object  of  each.  Importance  of  bank  ac- 
counts. Manner  of  depositing  money:  pass  book, 
deposit  slip.  Manner  of  withdrawing  money: 
check  and  stub.  The  various  standard  forms  as 
used  in  banks  should  be  on  file  for  study.  These 
blanks  may  be  secured  at  banks  or  in  stationery 
stores. 

(d)  Bank  Discount — Finding  the  bank  discount 
and  proceeds.    Practical  problems  only. 

Bills  and  Accounts. — Teach  ways  of  borrowing 
money.  Manner  of  paying  money  at  a  distance. 
Use  of  travelers'  checks.  Great  variety  of  bills  and 
receipts.  How  to  balance  accounts.  Itemized 
bills  and  monthly  statements. 

Longitude  and  Time  (Optional).  —  Correlate  les- 
sons in  geography  with  arithmetic  lessons  on 
longitude,  meridian,  international  date  line,  stan- 
dard time.  Finding  difference  in  time,  and  dif- 
ference in  longitude.  Teach  only  the  practical 
features. 

Applied  Problems. — Problems  involving  the  vari- 
ous phases  of  the  Grade  work.  Give  attention  to 
purchases  that  interest  children;  playthings,  rec- 
reation material,  discounts  on  same.  Give  much 
drill  upon  problem  interpretation  and  proving 
results.  Draw  upon  the  daily  activities  of  the 
child  to  make  the  work  more  interesting,  infor- 
mational, and  practical.  Continue  the  work  of 
analysis.  Practical  application  of  graphs.  Simple 
equations  and  the  symbol  x  as  used  in  easy  appli- 
cations of  interest,  etc. 

TEXT  BOOKS  RECOMMENDED: 

See  list  appended  to  Grade  Seven-A. 


122  COURSE  OF  STUDY 

TEACHERS'  SUPPLEMENTARY  TEXTS: 

See  list  appended  to  Grade  Seven-A. 

GRADE  EIGHT-A. 

Specific  Work — Ratio  and  Proportion,  Elementary 
Mensuration. 

OUTLINE. 

ORAL  AND  MENTAL: 

The  Fundamentals  and  Fractions. — Develop 
accuracy  and  rapidity  in  the  work  of  the  pre- 
ceding grades. 

Measurements. — Tables:  linear,  surface,  volume, 
counting,  and  paper. 

Percentage  and  Applications. — Review  exercises, 
stressing    interest. 

Definitions. — Common  terms  used  in  the  Grade 
work. 

Ratio    and    Proportion.  —  Simple  exercises  corre- 
lated with  division  of  fractions. 
Applied    Problems. — Practical   problems    applying 
the    Grade    work    to    everyday    usage.     Continue 
analysis. 

WRITTEN: 

The  Fundamentals  and  Fractions. — Exercises  de- 
veloping greater  accuracy  and  rapidity. 
Percentage  and  Applications. — Review  the  work 
of  the  Seventh  Grade,  stressing  interest  and  its 
applications  to  business  usage. 
Ratio  and  Proportion. — Simple  ratio  and  propor- 
tion. 

Stocks  and  Bonds. — Applications  of  percentage 
in  corporations. 

Powers  and  Roots. — Teach  the  practical  features 
of  powers  and  square  root.  Correlate  square 
root  with  factoring. 

Mensuration. — Perimeters,  areas,  and  surfaces  in 
general. 

Bills  and  Accounts. — Review  and  expand  the  work 
of  the  preceding  grades.  Making  and  balancing 
household  accounts. 


ARITHMETIC  123 

Applied  Problems. — Many  miscellaneous  problems 
on  the  Grade  work.  Continue  the  work  of  an- 
alysis.    Graphs.     Algebraic   equations. 

SYLLABUS. 

SUGGESTIONS : 

See  those  indicated  for  Grade  Seven-A. 
The  Fundamentals  and  Fractions. — Daily  drills  in 
integers,  fractions,  decimals,  and  measurements. 
Short  methods  may  be  taught.  Give  attention  to 
factors  and  multiples.  Distinguish  between  fac- 
tors and  multiples,  multiples  and  powers,  etc. 
Time  limit  exercises. 

Ratio  and  Proportion. — Simple  ratio  and  propor- 
tion. The  practical  features  of  partitive  pro- 
portion may  be  presented. 

Stocks  and  Bonds. — General  ideas  of  corporations. 
Bonds,  a  means  of  borrowing  money.  Advan- 
tages of  owning  bonds.  How  to  compute  interest 
or  income  on  same.  Terms:  capital,  shares,  stock- 
holders, directors,  dividend,  par  value,  market 
value,  broker,  brokerage,  stock  exchange,  and 
newspaper  quotations.  The  problems  should  not 
be  complicated  or  extensive,  but  based  upon  real 
transactions.  Introduce  the  terms  as  needed.  Re- 
view   commission    brokerage. 

Simple  partnership  correlated  with  fractions. 
Partnership  need  be  given  little  attention,  as 
nearly  all  large  industries  are  now  conducted  by 
corporations   instead   of   partnerships. 

Powers  and  Roots. — Teach  the  square  root  of 
practical  numbers  only.  Its  applications  in  de- 
termining dimensions  from  areas  of  squares,  etc. 
Also  its  use  as  applied  to  the  right  triangle.  Mem- 
orize the  second  power  of  numbers  from  1  to  15. 
Find  third  powers  of  all  numbers  from  1  to  9. 
Bills  and  Accounts. — Review  and  continue  the 
work  of  the  preceding  grades.  Review  the  work- 
ings of  banks.  Teach  use  of  checks,  stubs,  and 
receipts  in  conjunction  with  actual  business  deal- 
ings. The  workings  of  a  Clearing  House.  Order- 
ing goods.  Making  out  pay  roll.  Elementary 
notions  of  domestic  exchange.  Drafts:  forms,  uses. 
Review   the   ways    of    sending    money,    and    com- 


124  COURSE  OF  STUDY 

mercial    discount.      Make    out    and    balance    both 
personal  and  household  accounts. 
Mensuration. — Perimeters,    areas,    and   surfaces. 

(a)  Squares,  quadrilaterals,  and  right  triangles. 
Areas  and  dimensions.  Practical  problems.  The 
application  of  square  root  to  the  sides  of  right 
triangles  and  to  the  sides  of  squares  with  given 
areas.     Review  practical  measurements. 

(b)  The  circle:  diameter,  circumference,  area. 
Problems  of  a  practical  nature. 

Use  objects,  drawings,  and  objective  exercises  to 
develop  and  make  the  formulas  clear. 

Applied  Problems. — Applications  of  the  Grade 
work  to  industrial  problems  and  to  the  en- 
vironment of  the  child.  Solving  problems  by 
use  of  the  algebraic  equation.  Various  applica- 
tions of  graphs  as  used  in  the  workshop,  and  as 
found  in  trade  journals,  magazines,  and  man- 
uals, etc. 

TEXT   BOOKS   RECOMMENDED: 

See  list  appended  to  Grade  Seven-A. 
Practical  Exercises  in  Rapid  Calculation  (Powers- 
Loker). 

TEACHERS'  SUPPLEMENTARY  TEXTS: 

See  list  appended  to  Grade  Seven-A. 
Junior    High    School    Mathematics     (Wentworth- 
Smith-Brown). 

GRADE  EIGHT-B. 

Specific  Work — General  Review  and  Mensuration. 

OUTLINE. 

ORAL  AND  MENTAL: 

The    Fundamentals. — Daily    time    limit    exercises. 

Aim  at  accuracy  and  mental  alertness. 

General  Review. — Give  a  systematic  review  of  the 

practical  features  of  all  previous  work. 

Metric     System. — Tables.     Prefixes      and      units; 

their  English  equivalents. 

WRITTEN: 

The  Fundamentals. — Daily  drills  to  develop 
accuracy  and  speed. 


ARITHMETIC  125 

General  Review. — Give  a  systematic  review  of  the 
work  of  the  previous  grades. 
Mensuration. — Areas,     surfaces,    volumes.    Appli- 
cations to  industrial  problems. 
Metric   System. — Practical   applications    and   uses 
of  tables,  units,  and  their  English  equivalents. 

SYLLABUS. 

SUGGESTIONS: 

See  those  indicated  for  Grade  Seven-A. 
It  is  deemed  advisable  that  the  pupil  become 
familiar,  in  this  grade,  with  the  practical  features 
of  the  metric  system.  There  are  three  chief  reasons 
for  the  introduction  of  the  study  at  the  present 
time:  (a)  it  is  a  system  used  by  a  large  part  of 
the  civilized  world;  (b)  it  is  actually  used  in  all 
scientific  laboratories  in  the  United  States;  (c)  it 
is  a  system  that  tends  to  replace  our  own  in  all 
matters  pertaining  to  our  ever-growing  foreign 
trade.  Since  our  skilled  workmen  and  mechanics 
will  eventually  be  obliged  to  use  this  system,  and 
as  many  of  our  pupils  unfortunately  never  enter 
High  School,  its  practical  features  should  be 
taught  in  this  department.  In  order  that  it  may 
be  effectively  taught,  it  is  necessary  that  the 
actual  measures  be  placed  before  the  child. 

The  Fundamentals. — Give  daily  time  limit  exer- 
cises. Set  a  reasonable  time  for  the  class,  and 
hold  to  it.    Aim  at  accuracy. 

General  Review. — 

(a)  Aim: 

(1)  Accuracy  and  facility  in  performing 
practical  operations. 

(2)  Power  to  solve  readily  all  problems  in 
common  usage. 

(3)  Ability  to  express  in  correct  and  concise 
language  the  logical  steps  in  obtaining 
results. 

(b)  Plan: 

(1)  Notation  and  numeration,  including  a 
short  history  of  Roman  notation,  and  of 
Arabic  notation.  Place  value  and  periods. 

(2)  Fundamental  operations  and  speed  exer- 
cises :  integers,  fractions,  and  decimals. 


126  COURSE  OF  STUDY 

(3)  Measures    and    practical    applications. 

(4)  Percentage  and  its  various  applications. 
Short  methods  that  are  practical  may  be 
introduced. 

(5)  Interest  in  its  most  common  forms  and 
applications. 

(6)  Banks  and  Trust  Companies — Functions, 
forms.  Method  of  depositing  and  with- 
drawing money.  Method  of  saving 
money,  of  investing  money.  Checks. 
Promissory   notes. 

(7)  Bills  and  accounts,  receipts,  personal  and 
household  expense  accounts.  Accounts 
of  ordinary  stores.  Ways  of  paying 
money,  itemized  bills,  monthly  statements, 
etc.  Manner  of  forwarding  money. 
Drafts.  Domestic  exchange.  Units  of 
money  in  most  common  use,  and  their 
relative  values.  Simple  notions  of  foreign 
exchange. 

(8)  Ratio  and  proportion  as  applied  in  actual 

affairs. 

(9)  Taxes  and  their  relation  to  civics.   Tariff. 

(10)  Square    root    as     applied    in    industrial 
business. 

(11)  Mensuration   as   applied   to   surfaces   and 
areas. 

(12)  The  practical  applications  of  graphs  and 
equations. 

Mensuration. — Areas,    surfaces,    and   volumes. 

(1)  Trapezoid:  construction  and  areas. 

(2)  Triangles:  isosceles,  equilateral,  right: 
construction,  dimensions,  areas. 

(3)  Polygons:  area  of  regular  polygon. 

(4)  Cube,  prism,  cylinder:  area,  surface,  con- 
tents. 

(5)  Square,  pyramid  and  cone:  surface  and 
volume. 

(6)  Sphere  and  hemisphere:  volume  and  sur- 
face. 

(7)  Practical  applications: 

(a)  Lining  of  cisterns,  painting  of  tanks, 
gilding  of  church  spires. 

(b)  Capacity  of  water  cisterns,  gas  and 
oil  tanks,  bins,  etc. 


ARITHMETIC  127 

(c)  Excavations    of   foundations,    cellars, 
ditches,  trenches,  etc. 

Metric     System.— Tables.    Prefixes      and     units; 
their  English  equivalents.     Practical  applications. 

TEXT  BOOKS  EECOMMENDED  : 

See  list  appended  to  Grade  Seven-A. 

TEACHERS'  SUPPLEMENTARY  TEXTS: 

See  list  appended  to  Grade  Seven-A. 


COURSE  OF  STUDY  IN  GEOGRAPHY. 


Aims: 

"The  decision  as  to  what  should  be  included  in  a  school 
course  in  geography  depends  on  our  understanding  of  what 
we  would  like  a  pupil  to  gain  from  his  elementary  school 
study  of  geography.  The  desired  result  may  be  considered 
under  two  heads:  first,  knowledge  of  geographic  facts  and 
principles;  and  second,  power  to  use  that  knowledge  in 
daily  life  both  during  the  school  years  and  afterwards." — 
C.  B.  Kirchwey. 

"The  teaching  of  geography  should  impart  the  more  im- 
portant facts  of  conventional  value,  should  secure  on  the 
part  of  the  pupils  ability  to  interpret  properly  the  geo- 
graphical factors  that  enter  into  problems  of  timely 
moment,  and  should  develop  an  appreciation  of  the  im- 
portance of  the  United  States  intrinsically  and  its  rela- 
tional aspects  to  the  world  as  a  whole.  The  realization  of 
these  aims  requires  not  only  that  the  teacher  shall  relate 
the  child  to  the  necessary  geography  content,  but  that  she 
shall  present  the  material  in  approved  ways.  The  teacher 
who  would  succeed  in  the  teaching  of  geography,  there- 
fore, must  have  an  adequate  mastery  of  both  content  and 
method. 

"To  give  the  broadest  possible  knowledge  of  peoples  and 
countries,  their  cities,  their  industries,  their  achievements, 
and  all  that  goes  to  make  them  strong  or  weak,  leaders  or 
followers  among  the  nations  of  the  earth." — R.  H.  Whit- 
beck. 

To  lead  the  child  to  appreciate  how  far  man's  environ- 
ment and  man's  response  to  geographic  control  of  that 
environment  reacts  on  his  life  activities. 

To  enable  the  pupil  to  understand  the  dependence  of  one 
part  of  the  world  upon  another. 

To  broaden  the  sympathy  of  the  child  towards  peoples 
living  in  an  environment  different  from  his  own. 

"There  is  a  certain  minimum  amount  of  geographic 
knowledge  that  a  pupil  should  possess  by  the  close  of  the 
elementary  school  course." — C.  B.  Kirchwey. 

"The  realization  of  these  aims  requires  a  general  knowl- 
edge of   (1)   the  relative  location  of  the  large  land  and 

[  129  ] 


130  COURSE  OF  STUDY 

water  bodies,  (2)  the  location  of  the  more  important  conn- 
tries  of  the  world,  (3)  the  location  of  the  more  important 
cities  of  the  world,  (4)  the  physical  conditions  of  the  more 
important  countries,  (5)  the  occupations  of  the  people  and 
the  conditions  of  transportation,  (6)  our  commercial  rela- 
tions with  these  countries,  and  (7)  the  fundamental  rela- 
tionship between  physical  factors  and  human  activities." — 
Branom. 

GRADE  THREE-A 

OUTLINE. 

LIFE  OF  THE  CHILDREN  OF  OTHER  LANDS. 

Little  people  of  the  cold  regions. 

Types.     Eskimo,   Laplander,   and   Patagonian. 

Little  people  of  the  temperate  regions. 

Types.     French,   Swiss,  Chinese,  Japanese,   Hindu. 

Little  people  of  the  hot  regions. 

Types.     Arab,   South   Sea   Islander,   Cuban,   Mexican, 
Filipino. 

SYLLABUS. 

LIFE  OF  THE  CHILDREN  OF  OTHER  LANDS. 

The  child  is  interested  in  the  customs  of  other  people, 
and  how  these  people  meet  the  problems  of  food,  clothing 
and  shelter.  A  presentation  in  story  form  of  the  games, 
homes,  appearance  and  characteristics  of  the  little  people, 
makes  a  strong  appeal  to  children. 

Special  emphasis  should  be  placed  on  the  similarity  and 
difference  between  our  own  customs  and  modes  of  living 
and  those  of  the  people  discussed. 

The  major  portion  of  the  term's  work  should  be  given  to 
a  discussion  of  the  mode  of  life  in  the  hot  and  cold  belts, 
and  the  children  given  a  general  idea  of  the  appearance 
and  striking  characteristics,  of  the  simple  manner  of  life 
of  the  people  in  an  environment  different  from  their  own; 
and  of  how  these  people  utilize  the  things  they  have  at 
hand  for  their  food,  for  making  their  clothes,  and  for  build- 
ing their  homes.  Constant  comparison  should  be  made  with 
life  in  the  temperate  belt.  The  types  have  been  selected 
either  because  of  their  contribution  to  our  welfare  or 
because  they  furnish  concrete  illustrations  of  climate  and 
surface  effects  on  life. 


GEOGRAPHY  131 

Not  all  the  types  suggested  need  be  studied.  Some 
teachers  will  find  time  for  all,  others  will  spend  more  time 
on  projects. 

Though  place  geography  is  not  required  here,  a  globe 
and  map  should  be  in  constant  use,  and  a  general  idea  of 
the  position  of  the  hot,  cold,  and  temperate  belts  given. 

The  success  of  this  unit  of  work  depends  largely  on  the 
method  of  presentation.  The  story  form  will  make  the 
strongest  appeal  to  the  child,  and  his  response  may  be  here 
correlated  with  oral  expression. 

The  use  of  pictures,  objects  and  sketches  is  here  indis- 
pensable in  aiding  the  child  to  see  the  type  being  studied 
as  a  living  reality,  and  to  understand  that  human  life  in 
all  parts  of  the  world  is  closely  related. 

While  the  work  is  in  progress  let  the  children  give 
expression  to  their  experiences  through  the  medium  of 
dramatization,  the  sand-table,  hand-work  and  drawing. 

The  following  projects  are  merely  suggestive.  The 
teacher  is  free  to  originate  any  appropriate  project  as  the 
occasion  arises. 

Games  and  devices  involving  team  work  may  be  em- 
ployed for  drill  in  fixing  simple  surface  and  climatic  facts, 
customs  and  characteristics. 

Collect  and  study  pictures  of  Japanese  life.  Make  book- 
let. 

Make  a  list  of  articles  we  get  from  Japan  or  Cuba  or 
China. 

Write  a  short  paragraph  about  Joan  of  Arc. 

Collect  and  study  some  of  Millet's  pictures  of  French 
peasants. 

Draw  an  Eskimo  scene. 

Model  a  wooden  shoe. 

Make  a  Dutch  scene  on  the  sand-table. 

Draw  an  Arabian  desert  scene. 

Find  out  all  you  can  about  the  totem  pole. 

Write  a  short  paragraph  describing  a  Swiss  home. 

No  text  is  required  for  this  grade.  Should  one  be  found 
necessary,  the  following  are  recommended: 

Carpenter:  Around  the  World  with  the  Children  (Amer- 
ican Book  Co.). 

Chance:    Little  Folks  of  Many  Lands  (Ginn  and  Co.). 

Perdue:  Child  Life  in  Other  Lands  (Rand,  McNally  Co.). 

Carroll:  Around  the  World  (Books  One,  Two  and  Three) 
(Silver,  Burdett  &  Co.). 


132  COUESE  OF  STUDY 

Professional  Reference  Books. 

Krackowizer:  Projects  in  the  Primary  Grades  (J.  B. 
Lippincott  Co.). 

Dynes:     Socializing  the  Child  (The  Macmillan  Co.). 

Freeland:  Modern  Elementary  School  Practice  (The 
Macmillan  Co.). 

McMurry :    Teaching  by  Projects  (The  Macmillan  Co.). 

Pupils'  References. 

Mirick:  Home  Life  Around  the  World  (Houghton,  Miff- 
lin Co.). 

Dutton:  School  Children  the  World  Over  (Fred  Stokes 
Co.). 

Dalrymple:  Little  People  Everywhere  Series  (Little, 
Brown  &  Co.). 

Campbell:  Little  Jan,  the  Dutch  Boy  (Ed.  Publishing 
Co.). 

Wah  Sing,  Our  Little  Chinese  Cousin  (Ed.  Publishing 
Co.). 

Paz  and  Pablo,  Filipino  Children  (World  Book  Co.). 
Peary:    Snowland  Folk  (Fred  Stokes  Co.). 
Williston:     Hindu  Tales  (Rand,  McNally  Co.). 
Our  Little  Cousin  Series  (L.  C.  Page  Co.). 

GRADE  THREE-B. 
OUTLINE. 

OBSERVATIONAL    GEOGRAPHY. 

The  Home. 
Surface  Features. 
Seasonal  Changes. 
Weather  Conditions. 
Local  Geography. 
Globe  Study. 

SYLLABUS. 
Aim: 

"To  emphasize  home  geography  and  those  familiar  con- 
crete experiences  which  form  the  substratum  of  all  geo- 
graphical thinking." — McMurry. 

Since  the  home  is  the  center  of  the  child's  life  and  inter- 
est, there  first  impressions  are  gained  that  make  possible 
the  interpretation  of  world-wide  experiences.  The  work 
of  this  grade  is  intended  to  interpret  those  simple  social 


GEOGRAPHY  133 

and  geographic  first-hand  experiences  which  the  child  has 
already  secured  through  nature  study  in  the  lower  grades. 
While  observing  facts,  studying  relations,  and  develop- 
ing definitions,  the  work  progresses  from  the  known  to  the 
unknown.  The  material  outlined  must  be  presented  in  a 
simple,  elementary  form,  yet  in  as  comprehensive  a  way 
as  the  child's  experience  will  allow,  to  give  the  necessary 
foundation  for  the  next  higher  phase  of  work. 

OBSERVATIONAL  GEOGRAPHY: 

The  Home: 

Purpose:    Place  of  shelter  for  the  family. 

Kinds:  Snow  huts  of  the  Eskimo;  grass  and  mud  huts; 
tents;  houses  of  wood,  brick,  stone. 

Building  the  home — material:  Wood,  stone,  brick,  steel, 
concrete,  cement. 

People  employed  in  building:  Carpenter,  bricklayer, 
plumber,  painter,  plasterer,  steel  and  iron  workers. 

Activities:  Father  provides  food,  clothing,  shelter  and 
for  other  needs.  Mother  prepares  the  food  and  cloth- 
ing and  attends  to  other  household  affairs. 

Division  of  employment:  To  procure  food,  clothing  and 
shelter,  people  engage  in  various  kinds  of  business. 
Each  one  is  providing  for  the  needs  of  some  one  else. 
Stores,  factories,  farms,  fisheries. 

Government : 

Father  the  head  of  the  family. 
Laws  of  the  home. 

Surface  Features: 

Land:    Our  homes  are  built  on  land.    Our  clothing,  fuel 

and  most  of  our  food  come  from  it. 
Water:    We  could  not  live  without  water.    Some  of  our 

food  comes  from  it.     Where  does  water  come  from? 

People  live  near  water.     Where  there  is  little  water 

there  are  few  people. 

Seasonal  changes: 
Affecting    life    of   people.      Food,    clothing,    work,    and 

recreations. 
Affecting  vegetation.    Some  plants  and  trees  shed  leaves. 
Affecting    animal   life.     Migration    of   birds.     Hoarding 

food  for  winter. 

Weather  Conditions: 

Wind.    Necessity  of  air.    Its  distribution.    What  wind  is. 


134  COURSE  OF  STUDY 

How  man  makes  use  of  wind  (windmills,  sailing  ves- 
sels, airships). 

The  work  of  the  winds:  Distributing  moisture,  driving 
clouds,  wearing  away  rocks,  drying  effect. 

Climate:  Compare  temperature  of  day  and  night,  of 
clear  and  cloudy  days.  Show  slanting  rays  by  device 
with  globe  or  spherical  object. 

Make  weather  chart,  noting  date,  direction  of  wind, 
appearance  of  sky,  and  kind  of  day. 

How  climate  affects  plant  and  animal  life. 

Rain:  Effect  on  plant  and  animal  life.  Protection 
against  rain:  houses,  clothing,  streets  and  roads.  Show 
evaporation   and   condensation   by   simple   experiment. 

Dew:     Observe  dew  on  leaves  and  grass  in  morning. 

Local  Geography: 

San  Francisco  or  local  city. 

Landmarks  and  points  of  interest.  Early  history.  Cor- 
relate with  history  work  of  grade. 

Local  surface  features :  Mountain,  hill,  slope,  ocean,  bay, 
river,  lake. 

Principal  streets.     Direction. 

Water  front.     Wharves. 

Local  industries:  Make  list  of  occupations  found  in 
vicinity.  Names  of  materials  used.  Where  the  raw 
materials  come  from.  Where  most  of  our  food  comes 
from.    Make  list  of  foodstuffs  we  get  from  the  country. 

Trade  centers:  Stores  where  needed  articles  are  bought. 
Make  list  of  different  kinds  of  stores.  Where  most 
of  the  stores  are  located. 

Social  life  of  the  vicinity. 

Roads  and  streets.  Need.  How  built  and  kept  in  repair. 
Transportation  facilities.  Street  car,  train,  ferry  boat, 
automobiles,  wagons. 

Important  places  and  buildings:  Churches,  Old  Mission, 
schools,  charitable  institutions,  public  buildings,  libra- 
ries, parks  and  beaches. 

Civil  organization:  Need  of  laws,  home,  school,  city. 
Men  who  make  the  laws  and  see  that  they  are  enforced. 
Fire  and  police  protection. 

Globe  and  Map  Study: 

The  earth.  Land  and  water  forms  on  the  earth.  Num- 
ber of  large  land  and  water  forms.  Names.  Small 
land  and  water  forms.  Earth  turns  on  its  axis.  Day 
and  night.     Sun  in  determining  direction. 

Direction:     Teach  cardinal  points,  applying  direction  to 


GEOGRAPHY  135 

objects  in  room  and  grounds  and  to  streets.  Draw  plan 
of  schoolroom. 

Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupil  should  know 
the  following  facts:  That  different  kinds  of  people  live 
upon  the  earth;  that  they  respond  differently  to  their 
various  environments;  that  all  are  engaged  in  provid- 
ing food,  clothing,  shelter  and  fuel  for  themselves;  that 
some  provide  these  for  others;  that  some  travel  from  place 
to  place;  that  nearly  every  one  likes  to  play;  that  races 
have  different  characteristics. 

He  should  be  able  to  trace  the  way  to  their  homes  on  the 
map.  The  shape  of  the  earth;  that  it  turns  on  its  axis; 
that  the  earth  is  composed  of  land,  water  and  air;  that 
there  are  six  large  masses  of  land  called  continents  and 
smaller  ones  called  islands,  and  that  there  are  five  oceans. 
He  should  be  able  to  locate  these  greater  land  masses  and 
oceans  and  point  them  out  on  the  globe. 

Teachers'  References. 

Dodge:  Home  Geography  and  World  Relations  (Rand, 
McNally  Co.). 

Wiswell:    Maps  and  Globes  (Rand,  McNally  Co.). 

Salisbury,  Barrows  and  Tower:  Elements  of  Geography 
(Henry  Holt  Co.). 

Branom:    The  Teaching  of  Geography  (Ginn  and  Co.). 

Pupils'  References. 

Fairbanks :  Stories  of  Mother  Earth  (Ed.  Publishing  Co.) . 
Home  Geography  (Ed.  Publishing  Co.). 

Dodge:  A  Reader  in  Physical  Geography  for  Beginners 
(Rand,  McNally  Co.). 

Winslow :  Geography  Readers  (Book  One :  Earth  and  Its 
People)  (D.  C.  Heath). 

Dutton:    In  Field  and  Pasture  (American  Book  Co.). 
Fishing  and  Hunting  (American  Book  Co.). 

Bradish:    Stories  of  Country  Life  (American  Book  Co.). 


136  COURSE  OF  STUDY 

GRADE  FOUR-A. 
OUTLINE. 

HOME  GEOGRAPHY. 

Local  Geography. 
Climatic  Conditions. 
Home  in  California. 
Routes  of  Travel. 
Map  and  Globe  Study. 

SYLLABUS. 

This  unit  of  work  is  based  upon  the  interest  awakened 
in  the  child  during  his  first  three  years,  in  nature  study,  in 
the  study  of  the  different  phases  of  life  of  mankind,  in 
observations  in  his  own  locality,  and  in  reading.  Its  pur- 
pose is  to  arouse  a  world-wide  interest  through  an  under- 
standing of  his  home  environment  and  particularly  of  his 
home  in  California.  This  will  enable  the  child  to  see  that 
the  physiographic,  social,  industrial  and  trade  relations  of 
his  own  community  and  state  are  found  repeated  all  over 
the  world. 

The  teacher  will  find,  in  carrying  out  the  work,  prob- 
lems and  projects  which  should  be  worked  out  by  the 
pupils  in  co-operation.  No  definite  problems  or  projects 
are  herein  stated,  as  it  is  the  intent  to  leave  the  teacher 
every  freedom  to  work  out  such  problems  and  projects  as 
from  time  to  time  suggest  themselves  as  pertinent  to  the 
work  in  hand.  A  project  is  only  worth  while  when  it  is 
timely. 

Each  topic  should  be  summarized  in  a  generalized  state- 
ment of  the  geographic  facts  which  are  within  the  com- 
prehension and  observation  of  the  children. 

This  is  the  place  to  teach  the  use  of  the  geography  text 
as  a  reference  book  of  information,  with  maps,  charts 
and  tables  to  which  the  pupils  may  turn  for  information 
and  for  verification  of  the  facts  they  have  obtained  from 
reading. 

Pictures  are  indispensable  in  the  work  of  this  grade,  and 
the  lantern  and  stereoscope  outfit  are  invaluable  aids.  Col- 
lections of  pictures  should  be  made  by  the  pupils  and  left 
accessible  for  reference  in  leisure  moments. 


GEOGRAPHY  137 

HOME  GEOGRAPHY: 

Local  Geography: 

Location  of  homes  is  dependent  on  various  influences. 
Observe  natural  features  found  in  locality — moun- 
tain, hill,  island,  valley,  river,  bay,  ocean. 

Terms:     Crest,  slope,  divide. 

Importance  of  soil.  How  made  and  carried  from  place 
to  place.    Means  of  preventing  removal. 

Climatic  Conditions: 

Seasonal  changes.  Sun's  apparent  path  across  sky. 
Observe  different  lengths  and  positions  of  shadows  at 
various  times  of  day.  Longest  day  in  year;  short- 
est day;  equal  day  and  night;  dates;  seasons. 

Effect  on  man's  life.  Illustrate  vertical  and  slanting 
rays  by  simple  device. 

Weather.  Observe  varying  directions  of  winds  and 
effect  on  temperature,  clouds  and  rainfall.  Fog. 
Dew.    Frost.    Relation  of  rain  to  man's  needs. 

Home  in  California: 

California  offers  a  variety  of  places  for  homes.  Cli- 
matic and  scenic  advantages.  Reasons  why  some  parts 
of  California  are  not  suitable  for  homes.  (California 
deserts.) 

Growth  of  towns  and  cities.  Cities  grow  up  in  places 
favorable  to  manufacture,  industry  and  trade.  Show 
reasons  for  location  of  San  Francisco.  Study  of  bay 
region.  Note  influences  favorable  for  the  location  of 
a  commercial  city;  an  industrial  city;  a  mining  town; 
a  town  in  a  desert.  Account  for  growth  of  some  cities 
more  than  others. 

Routes  of  Travel: 

Why  people  depend  on  one  another — division  of  activi- 
ties. Need  of  communication.  Trails,  mountain  roads, 
modern  highways,  railroads,  waterways.  Bridges  and 
tunnels.  Local  means  of  communication.  Railroads 
entering  locality,  terminals. 

Map  and  Globe  Study: 

The  language  of  maps.  Compare  maps  of  different  scale 
to  show  purpose  of  scale.  Map  drawing  to  scale  and 
from  memory.  How  land  and  water  areas  are  repre- 
sented on  maps.  Draw  map  of  California  to  scale. 
Draw  map  of  bay  region. 


138  COURSE  OF  STUDY 

The  Mercator  map  should  be  used  for  direction  only,  not 

for  areas  and  distances. 
Copying  maps  from  books  is  not  educative. 

GRADE  FOUR-B. 
OUTLINE. 

WORLD  GEOGRAPHY. 

Relation  of  Our  Home  to  Other  Homes. 
The  Earth  as  a  Whole. 
The  Western  Hemisphere. 

SYLLABUS. 
Relation  of  Our  Home  to  Other  Homes: 

We  need  things  we  do  not  produce  at  home — coffee, 
tea,  spices,  luxuries,  raw  materials  and  manufactured 
goods. 

Routes  by  which  goods  we  do  not  produce  are  shipped 
to  California. 

The  Earth  as  a  Whole;  Globe  Study: 

Develop  idea  of  the  earth  as  a  whole  under  the  follow- 
ing headings: 
Shape,  size,  motion. 
Equator,  axis,  poles. 
Continents,  oceans. 

The  Western  Hemisphere: 

The  Continent  on  which  we  live.    North  America. 
Globe  and  map  study : 
Position  as  to  equator,  zones  and  other  continents. 
Bordering  waters. 

Size  compared  to  other  continents. 
Surface:      Highlands,    lowlands,    coastline,    river 

systems,  bays,  gulfs. 
Climatic  belts. 
Westerly  winds. 

Animal   and   plant  life   of   tropical,   frigid   and 
temperate  zones. 
Locate  surface  features  and  political  divisions  on 
outline   maps.     Draw   rough  map   of   continent 
from  memory. 


GEOGRAPHY  139 

South  America. 

This  continent  may  be  taken  up  in  the  manner  sug- 
gested for  the  study  of  North  America. 
Globe  study  of  location  of  continents  of  Europe,  Asia, 

Africa  and  Australia. 
Direction  from   North  America   and  waters   crossed   in 
— reaching  these  continents. 
Suggested  Projects  for  Fourth  Grade: 
Trace  a  cargo  of  prunes  from  San  Jose  to  London. 
To  find  out  where  our  coffee  comes  from.    Plantation  in 

Brazil  or  Java,  Central  America  or  West  Indies.   Crop. 

Preparation  for  market.   Trace  route  ship  takes. 
Other  products:    Cocoa,  tea,  sugar,  rice,  wheat,  bananas, 

pineapples  may  be  treated  in  the  same  manner. 
Take  imaginary  trips  to  the  Holy  Land;  up   the   Nile 

to  the  Pyramids;  a  caravan  trip  in  the  Sahara;  to  a 

Catholic  mission  in  Central  Africa,  etc. 

Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupil  should  be  able 
to  fulfill  the  following  requirements: 

Know  the  factors  that  make  San  Francisco  a  good  loca- 
tion for  a  city. 

Know  that  the  occupations  of  various  groups  of  workers 
depend  on  geographic  conditions. 

Know  that  all  products,  except  minerals,  depend  on  the 
soil  and  climate. 

Know  that  men  are  dependent  on  one  another  and  on 
their  environment. 

Know  general  facts  concerning  the  earth  as  a  whole. 

Know  general  facts  regarding  the  various  influences, 
topographic,  climatic  and  historical,  which  determine  the 
distribution  of  plants,  animals  and  people  of  the  earth. 

Understand  the  language  of  a  map. 

Recommended  Texts. 

Fairbanks,  H.  W. :  The  Home  and  Its  Relation  to  the 
World  (Harr  Wagner  Co.). 

Frye,  A.  E. :    New  Geography,  Book  One  (Ginn  and  Co.). 

McMurry  and  Parkins:  Elementary  Geography  (The 
(American  Book  Co.). 

Brigham  and  M&Farlane:  The  Essentials  of  Geography 
(American  Book  Co.) 

Smith,  J.  Russell:     Human  Geography  (Winston  Co.). 


140  COURSE  OF  STUDY 

Teachers'  References. 

Wiswell:    Maps  and  Globes  (Rand,  McNally  Co.). 

King:     The  Soil  (The  Macmillan  Co.). 

Ward:    Climate  (G.  P.  Putnam). 

Salisbury,  Barrows  and  Tower:  Elements  of  Geography 
(Henry  Holt  Co.). 

Fairbanks,  H.  W. :  Home  and  Its  Relation  to  the  World 
(Harr  Wagner  Co.). 

Dodge  &  Kirchwey :  The  Teaching  of  Geography  (Ch.  Ill) 
(Rand,  McNally  Co.). 

Holtz:  The  Principles  and  Methods  of  Teaching  Geog- 
raphy (The  Macmillan  Co.). 

Semple:  The  Influences  of  Geographic  Environment 
(Henry  Holt  Co.). 

Pupils'  References. 
Carpenter:    How  the  World  Is  Fed  (American  Book  Co.). 
How  the  World  Is  Housed  (American  Book  Co.). 
How  the  World  Is  Clothed  (American  Book  Co.). 
King:    The  Land  We  Live  In  (Lee  and  Shepard). 
Winslow:     Geography  Reader,  Book  One  (C.   D.  Heath 
&  Co.). 

Dodge:  A  Reader  in  Physical  Geography  for  Beginners 
(Rand,  McNally  Co.). 

Fairbanks:  Home  in  Its  Relation  to  the  World  (Harr 
Wagner  Co.). 

Chamberlain:   How  We  Are  Clothed  (The  Macmillan  Co.). 
How  We  Are  Sheltered  (The  Macmillan  Co.). 
How  We  Travel  (The  Macmillan  Co.). 
Chase   &   Clow:     Stories  in  Industries    (Ed.   Publishing 
Co.). 

Lummis:     Some  Strange  Corners  of  Our  Country  (Chas. 

Scribner's  Sons.). 

Tramp  Across  the  Continent  (Chas.  Scribner's  Sons.). 

Fairbanks:     Stories  of  Mother  Earth  (Ed.  Pub.  Co.). 

Crissey:  Aunt  Martha's  Corner  Cupboard  (Rand,  Mc- 
Nally Co.). 

Wilkinson :  Story  of  the  Cotton  Plant  (D.  Appleton  and 
Co.). 

Edgar:  Story  of  a  Grain  of  Wheat  (D.  Appleton  and 
Co.). 

Bean:    On  the  Wool  Track  (John  Lane  Co.). 

Ibbetson:    Tea  (Sir  Isaac  Pitman  &  Sons). 


GEOGRAPHY  141 

GRADE  FIVE-A. 

OUTLINE. 

CALIFORNIA. 
History. 
Geography. 

THE  UNITED  STATES. 
Western   States. 
Southern  States. 

SYLLABUS. 

"It  is  important  that  we  know  our  own  state  well,  for 
the  most  of  us  will  live  here  all  our  lives.  For  us  it  is  the 
most  important  part  of  the  whole  world.  We  need  to  know 
our  own  state  better  than  any  other  because  this  knowl- 
edge will  be  of  advantage  to  us  in  every  business  we  under- 
take. A  good  acquaintance  with  the  region  in  which  we 
live  gives  us  a  key  with  which  we  can  unlock  the  geog- 
raphy of  the  whole  world." — Fairbanks,  '  'Calif ornia." 

The  work  as  outlined  for  this  grade  calls  for  a  detailed, 
intensive  study  of  California.  The  aim  is  to  awaken  an 
interest  and  worthy  pride  in  the  wonderful  resources  of 
California,  in  its  unsurpassed  climatic  and  scenic  advan- 
tages, and  in  the  future  development  of  its  water  power, 
and  its  agricultural  possibilities.  The  Spanish  origin  of  the 
names  of  important  cities,  and  physical  features,  will 
naturally  serve  as  an  incentive  to  a  study  of  the  early 
history  and  location  of  the  missions,  and  Spanish  settle- 
ments. The  story  of  the  discovery  of  gold  and  its  effect 
upon  the  growth  of  the  state  is  in  keeping  with  the  geog- 
raphy of  California. 

A  study  of  the  United  States  in  groups  is  next  taken  up. 
The  Western  States  are  studied  first  for  obvious  reasons, 
and  these  are  followed  by  the  Southern  States. 

The  projects  are  merely  illustrative  and  are  in  no  way 
intended  to  supplant  those  that  the  needs  of  a  class  will 
suggest. 

CALIFORNIA: 

History : 

Brief,  rapid  survey  of  early  history  of  California.   The 
name   "California" — Discovery — Indians — Coming   of 


142  COURSE  OF  STUDY 

Missionaries — Spanish  settlements — Mexican  rale — 
Decline  of  Missions — Discovery  of  gold,  American 
occupation — Statehood. 

Geography: 

Position. 

Commercial  importance. 

Size  as  indicated  by — 
Latitude   and  longitude. 
Time  it  takes  to  travel  length  of  state. 

Coast  line: 
Length. 

Reason  for  lack  of  harbors. 
Compare  with  New  England  coast  line. 

Relief: 

Sierra    Nevada : 

Influence  upon  climate,  travel,  settlement,  occupa- 
tion. Mountain  passes.  Wealth  in  timber,  min- 
erals, and  water  supply.    Scenic  value. 

Sierra  lakes  and  rivers.  Reason  for  backward 
condition  of  foothill  region. 

Coast  Range: 

Influence  upon  climate — in  north,  in  the  south. 
Settlements  and  industries.    Compare  Coast  Range 

rivers  with  those  of  the  Sierra  Nevada.    Natural 

products. 
The  Northern  Coast  Ranges. 
The  Clear  Lake  District. 
The  Southern  Coast  Ranges: 

Climate    of   interior   valleys    of   Southern    Cali- 
fornia Ranges. 
Location  of  early  missions. 

Interior  Valley: 
Position. 

Direction  of  drainage. 
Extent. 

Climate.     Soil. 

Relation  of  railroads  and  irrigation  to  settlement. 
Location    and    growth    of    Sacramento,    Fresno, 
Stockton,  Redding. 

The  Great  Basin: 

Location.    Large  part  of  state  in  region. 
Divisions:     North,  central,  southern. 


GEOGRAPHY  143 

Climate:  Relation  to  life.  Vegetation.  Agri- 
culture. Death  Valley.  Compare  the  California 
deserts  with  the  Sahara. 

Lakes:     How  formed. 

Mineral   deposits. 

Industries : 

Mining — gold,  silver,  quicksilver,  borax,  soda,  salt, 

limestone,   asbestos.     Areas   of   production. 
Lumbering : 

Location  of  forests.  Forest  protection.  Life  in 
lumber  camp.  Transportation  of  logs.  Saw- 
mills. 
Compare  with  State  of  Washington.  Great  forest 
regions  of  the  world:  Minnesota,  Michigan, 
Maine,  Amazon  Basin,  Congo  Basin. 

Fruit  Growing: 
Citrus  fruits: 

Areas  of  cultivation.    Climate. 

Methods  of  cultivation — irrigation. 

Smudging.     Packing  Houses. 
Deciduous  fruits: 

Areas  of  production. 

Kinds. 

Value  of  crops.     Shipment.     Canning.     Drying. 

Fishing : 

Coast  conditions  favoring  industry.  Location  of 
principal  fisheries.    Kinds  of  fish. 

Moving  Pictures : 

Why  Los  Angeles  has  become  the  world's  center 
of  this  industry.     Growth  of  industry. 

Oil:  Location  of  fields.  Origin.  Boring  wells. 
Compare  with  Oklahoma  and  Texas.  Refining. 
Uses  of  oil. 

Transportation : 
By  rail.     Six  lines  enter  state.     Terminals. 
By  water.    Trade  with  other  states.    Foreign  com- 
merce.    Ports. 
By  auto-truck.     State  Highways. 

Cities : 

Reason  for  location  and  importance.  Origin  of 
Names.  San  Francisco,  Oakland,  Los  Angeles, 
San  Diego,  Sacramento,  Stockton,  Fresno,  San 
Jose. 


144  COURSE  OF  STUDY 

Scenic  and  other  attractions: 
Variety  and  beauty  of  mountain,  lake,  valley  and 
shore  line.  Abundance  of  plant  life  and  wild 
game.  Yosemite  Valley  and  Big  Trees.  Sequoia, 
General  Grant  and  Mt.  Whitney  Parks.  Mt. 
Shasta  and  Mt.  Lassen.    Lake  Tahoe. 

The  teacher  will  find  a  wealth  of  suggestive  material  in 
"California,"  by  H.  W.  Fairbanks. 

THE  UNITED  STATES: 

General  outline  for  the  study  of  a  section : 

Determine  latitude  and  compare  other  groups.  Deter- 
mine natural  regions. 

Surface  features: 
Highlands,  lowlands,  and  valleys.   Continental  divide. 

Drainage  areas: 
Coastal,  lake,  river. 

Climate : 

Relation  to  latitude,  to  highlands,  to  ocean  and  gulf. 
Continental  climate.    Rainfall. 

Industries : 

Relation  to  natural  conditions.  Chief  industries  of 
group.  Relation  of  products  to  soil  and  climate. 
Compare  with  other  sections. 

Transportation  and  commerce: 

Navigable  rivers.  Lake,  river  and  ocean  waterways — 

canals. 
Railroads.     Compare  facilities.     Foreign  commerce. 

Cities : 

Causes  leading  to  importance. 

Western  States: 

Special  topics: 

The  lumbering  industry. 

Mining  in  the  Western  Highlands. 

Salmon  fishing. 

Southern  States: 

The  cotton  industry. 

Growth  of  manufacturing  in  the  South. 


GEOGRAPHY  145 

Suggested  Projects: 

Why  is  cotton  grown  in  the  South?  Make  an  intensive 
study  of  cotton,  considering  soil,  climate,  labor  involved. 

To  find  out  why  more  manufacturing  is  done  now  in  the 
South  than  formerly. 

To  find  out  where  in  California  cotton  is  produced. 
Climate.     Soil.     Cultivation. 

To  find  out  location  of  shipyards  on  the  Pacific  Coast. 
San  Pedro. 

Why  is  fruit  growing  the  leading  industry  of  the  Pacific 
slope?     Canning.     Drying.     Shipping. 

To  find  out  why  Nevada,  Arizona  and  New  Mexico  are 
not  more  thickly  populated. 

To  find  out  the  value  of  the  following  California  crops: 
Citrus  fruits,  grape,  rice,  prune  and  olive. 

Why  has  Southern  California  become  the  center  of  the 
moving  picture  industry? 

Recommended  Texts. 

Fairbanks,  H.  W. :   California. 
McMurry  and  Parkins:    Elementary  Geography. 
Frye,  A.  E. :     New  Geography  (Book  One). 
Brigham  &  MacFarlane:    Essentials  in  Geography  (First 
Book). 

Teachers'  References. 

Earheart,  Lyda  B. :   Types  of  Teaching.    See  reference  to 

Climate  of  Western  States  (Houghton,  Mifflin  Co.). 
Shaler:     The  Story  of  Our  Continent. 
Salisbury,  Barrow  and  Tower:    A  Modern  Geography. 
Practical  Exercises  in  Geography: 

Sutherland  and  Sanford:     Our  Own  Country  and  Her 
Possessions   (Silver,  Burdett  Co.). 
Coe:     Our  American  Neighbors  (Silver,  Burdett  Co.). 
Van  Hise :    Conservation  of  the  Natural  Resources  of  the 

United  States  (Ginn  and  Co.). 
Cunningham    and    Lancelot:      Soils    and    Plant    Life    as 

Related  to  Agriculture  (The  Macmillan  Co.,  1916). 
Tappan:   The  Industrial  Readers  (Houghton  Mifflin  Co.). 

Pupils'  References. 

Fairbanks:  California. 

Southern  Pacific  Folders:    Big  Trees  of  California. 


146  COURSE  OF  STUDY 

The  High  Sierras  of  California. 
The  Yosemite  National  Park. 
The   Tahoe   Country. 

Bradley,  Daniel:     California,  Farms,  Orchards,  etc. 

Pamphlets  on  valley  counties,  published  by  Board  of 
Supervisors  of  Alameda  County  and  by  California  De- 
velopment Board,  Ferry  Building,  San  Francisco. 

For  forest  protection  and  conservation,  write  State 
Forester,  Sacramento,  California. 

Material  for  the  study  of  a  particular  county,  write 
county-seat  Chamber  of  Commerce. 

Maps  of  U.  S.  Geological  Survey. 

GRADE  FIVE-B. 
OUTLINE. 

UNITED  STATES. 

The  New  England  States. 
The  Middle  Atlantic  States. 
The  Central  States. 

CANADA. 

MEXICO. 

CENTRAL  AMERICA. 

SYLLABUS. 

In  each  group  emphasize  the  characteristics  that  have 
the  greatest  human  relationship.  Practical  Exercises  in 
Geography,  by  Sutherland  and  Sanford,  offers  many  sug- 
gestions on  the  study  of  the  United  States. 

Canada  and  Mexico  should  be  studied  from  a  human 
standpoint.  If  a  country  is  to  be  a  suitable  place  in  which 
to  live,  there  must  be  possibilities  for  supplying  man's 
needs.  It  must  have  proper  climate  and  soil  for  this. 
What  it  cannot  supply  must  be  obtained  through  trade. 
Distribution  of  materials  from  one  section  to  another  and 
exchange  with  foreign  countries  demand  suitable  trans- 
portation facilities.  These  are  furnished  by  the  navigable 
rivers,  waterways,  canals,  harbors  and  railroads.  Centers 
where  raw  materials  are  collected  and  distributed  become 
industrial  and  commercial  cities. 

Problems  bringing  out  reasons  why  certain  industries  are 
typical  of  a  locality  will  naturally  arise. 


GEOGRAPHY  147 

THE  UNITED  STATES: 

(See  Outline  for  Study  of  a  Section,  Grade  Five-A.) 

The  New  England  States: 
Meaning   of  name. 
Importance  as  manufacturing  center. 
Advantages  of  position. 

The  Middle  Atlantic  States: 
The  coal  industry. 
The  steel  industry. 
New  York  City  and  Harbor. 

The  Central  States: 
The  corn  industry. 
The  wheat  industry. 
The  meat  packing  industry. 

Thorough  map  study  of  group  and  of  individual  states. 
Fairbanks'  Topical  Outlines  of  Geography,  Part  I,  North 
America,  contains  ample  material  for  developing  this  sub- 
ject according  to  the  Problem  Method. 

CANADA: 

Position.    Latitude.    Extent.    Population. 

Climate.     Relation  to  latitude.     Compare  east  and  west 

coasts.      Influence    of    climate    on   life    in   the   north. 

Long  winters.    Dress.    Homes.    Travel. 
Resources.     Industries. 
Commerce.     Facilities  for  trade. 
Cities:    Quebec,  Montreal,  Toronto.    Reason  for  location 

and  importance. 
People.     Nationality.     Significance  of  French  names. 
Map  study.    St.  Lawrence  system.    Great  plains. 

MEXICO  AND   CENTRAL  AMERICA: 

Location.     Compare  Canada. 
Surface  features: 
Mountains,  volcanoes,  plains,  lack  of  rivers. 

Climate : 

Relation  to  products  and  to  people. 
Resources.    Industries. 

Suggested  Projects : 

To  find  out  which  are  the  leading  railroad  centers  in  the 
United  States.     Why? 


148  COURSE  OF  STUDY 

Where  is  most  manufacturing  carried  on  in  the  United 
States.     Why? 

To  find  out  how  the  United  States  and  Canada  can 
benefit  each  other.  Needs  of  United  States  supplied  by- 
Canada.     Needs  of  Canada  supplied  by  the  United  States. 

To  find  out  what  attracts  many  people  of  the  United 
States  to  make  their  homes  and  invest  money  in  Mexico. 

Why  is  the  Chesapeake  Bay  the  center  of  the  oyster 
industry  f 

To  make  a  trip  over  the  Canadian  Pacific  from  Montreal 
to  Vancouver. 

To  find  out  to  what  part  of  the  United  States  immi- 
grants come.     Why? 

Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupils  should  fulfill 
the  following  requirements: 

Know  the  principal  characteristics  of  California.  Its 
resources,  industries,  chief  cities,  and  transportation  facili- 
ties. 

Know  the  wind  belts  and  their  effect  upon  highlands 
and  lowlands  and  consequently  on  rainfall  and  drainage. 

Be  able  to  give  a  general  description  of  the  physical 
features  of  the  United  States. 

Know  the  wheat,  corn  and  cotton  producing  areas  of  the 
world,  and  the  climatic  and  soil  conditions  their  growth 
requires. 

Be  able  to  trace  a  cargo  of  wheat  from  Minneapolis  to 
London. 

Be  able  to  draw  rough  map  of  the  United  States  and 
indicate  the  physical  features,  principal  products  and  ten 
largest  cities. 

Be  able  to  draw  rough  maps  of  California,  Canada  and 
Mexico  and  locate  principal  physical  features  and  cities. 

Be  able  to  spell  and  pronounce  names  of  typical  terms, 
cities  and  countries  studied. 

Recommended  Texts. 

(Same  as  Grade  Five-A.) 

Teachers'  References. 

(See  list  for  Grade  Four.) 

Pupils'  References. 

Brooks:     The  Story  of  Corn  (Rand,  McNally  Co.). 
The  Story  of  Cotton  (Rand,  McNally  Co.). 


GEOGRAPHY  149 

Chase  and  Clow:  Stories  of  Industry  (Ed.  Publishing 
Co.). 

Carrol:  Around  the  World,  Book  IV  (Silver,  Burdett 
Co.). 

Gilson:  Wealth  of  the  World's  Waste  Places  (Scribner's 
Sons). 

Republics  of  South  and  Central  America  (Scribner's 
Sons). 

Bean:   On  the  Wool  Track  (Land  &  Co.,  New  York). 

Southworth  and  Kramer:  Great  Cities  of  the  United 
States  (Iroquois  Publishing  Co.). 

Greene:    Coal  and  Coal  Mines  (Houghton,  Mifflin  Co.). 

Bassett:  Story  of  Lumber  (Pennsylvania  Publishing  Co.). 

Cooke:    Visit  to  a  Woolen  Mill  (Doran  Co.). 

GRADE  SIX-A. 
OUTLINE. 

EUROPE. 

Europe  as  a  Whole. 

Nations  With  Which  We  Are  Most  Concerned. 

SYLLABUS. 

Aim. 

The  general  aim  of  this  grade  is  to  encourage  reasoning 
from  cause  to  effect  and  from  effect  to  cause,  according  to 
the  reasoning  ability  of  the  child,  and  to  enable  the  child 
to  use  the  geographic  facts  he  has  thus  far  learned,  as  a 
working  basis  from  which  to  draw  his  inferences,  in  the 
study  of  the  physical  conditions  of  a  continent  and  their 
effect  upon  life. 

The  idea  of  the  continent  of  Europe  as  a  whole  may  be 
taken  up  in  the  problem  method.  A  simple  treatment 
of  forms  of  government,  the  results  of  class  distinction  and 
the  effect  of  a  dominant  religion,  will  enable  the  pupil  to 
get  a  correct  perspective  of  the  life  activities  of  the  people. 

EUROPE : 

Europe  as  a  Whole: 

Influences  that  make  Europe  the  leading  continent. 
Location.     Advantages  compared  to  other  continents. 


150  COURSE  OF  STUDY 

"Winds,  effect  of  surrounding  waters.     High  mountain 

barriers  and  warm  ocean  currents. 
Commercial   advantages   that   secure   its    greatness: 

Irregular  coast  line.    Direction  of  mountain  systems. 

Nearness    to    other    countries — Asia    and    Africa. 

Interior  waterways.     Facilities  for  travel:     roads, 

railroads,  steamship  lines,  river  and  canal  routes. 

Resources : 

Products  of  the  soil:  wheat,  sugar  beets,  flax,  pota- 
toes, grapes,  etc. 

Products  of  the  forest:  lumber,  cork,  fur. 

Products  of  the  mines:    coal,  iron. 

Fisheries :  location,  importance  for  food  supply. 
Reasons   for   so    many   different   languages.      Natural 

features  that  separate  countries. 
Reasons  why  so  many  people  leave  Europe  for  other 

countries.      Class  distinction.    Density  of  population. 
European    countries    that    have    possessions    on    other 

continents.      Show   how    these    add   to    wealth    and 

importance  of  Europe. 
Locate  on  a  map  of  the  world  the  colonial  possessions 

of   England,  France,   Portugal,   Italy,   Holland   and 

Belgium. 

Nations  With  Which  We  Are  Most  Concerned: 
Great  Britain  and  Ireland: 

Effect  of  island  form  on  early  history — on  policy 

and  national  life. 
Place  among  nations  of  the  world.     Reasons  for 
importance.      Size    and    population.      Compare 
with  California. 
Resources   and   industries  furnishing   employment 
in: 
Agriculture.    Reasons  why  products  not  sufficient. 
Dairying. 
Fisheries.    Importance :  food  supply, — and  to  the 

British  navy. 
Mining.     Coal,   iron  and  tin.     Amount  of  pro- 
duction. 
Manufacturing:  shipbuilding,  textiles,  iron  and 
steel  goods. 
Colonial  possessions.     How  obtained.     Sources  of 

raw  material. 
Transportation  facilities.    Waterways,  canals,  rail- 
roads and  roads. 


GEOGRAPHY  151 

Study  the  location,  size,  and  the  commercial  and 
industrial  importance  of  the  following  cities: 
London,  Liverpool,  Manchester,  Glasgow.  What 
steamship  lines  connect  with  Queenstown  (Cobh) 
and  with  Liverpool?  Ship  a  cargo  from  each  of 
her  colonies  to  England.  Give  name  of  com- 
modity, name  waters  crossed  and  shipping  port. 

Trace  a  cargo  of  wheat  from  Duluth  and  of  cotton 
from  New  Orleans  to  Liverpool. 

Identify  the  following: 
Leeds.  Oxford. 

Mersey  River.  Cork. 

Liffey  River.  The  Lakes  of  Killarney. 

Stratford-on-Avon.  Clyde  River. 

The  Giant's  Causeway.      Severn  River. 
Dublin.  Sheffield. 

Belfast.  The  Shannon. 

Hull.  The  Suir. 

Newcastle.  Thames  River. 

Galway. 

France : 

Location.  Why  France  is  one  of  the  most  favor- 
ably located  countries  in  Europe — as  to  climate 
and  to  land  and  water  boundaries.  Why  in- 
vaders approach  country  from  the  north. 

Surface   features: 

Effect  on  national  spirit  of  people: 
Value  of  lofty  mountains  and  glaciers. 
Importance  of  rivers  and  river  valleys  as  high- 
ways of  trade. 
Rhone — Saone  Valley. 
Seine  Valley. 
Garonne  Valley. 

Occupations : 

Agriculture.  Importance.  Principal  crops :  grape, 

mulberry,  sugar  beet,  flax. 
Dairying.     Roquefort  cheese. 
Mining:  coal,  iron,  building  stone  and  fine  clay. 
Manufacturing:    wine,    silk,    textiles,    porcelain 

and  jewelry. 
Commerce.     Reasons  for  location  of  centers. 

Cities : 

Relation  to  productive  areas — centers  of  com- 
mercial and  industrial  activities — distributing, 
collecting  and  transforming  centers. 


152  COURSE  OF  STUDY 

Identify  the   following   cities   and   give   factors 
determining    location,    size,    importance    and 
transportation    facilities:      Paris,    Marseilles, 
Lyons,    Bordeaux,    Havre,    Calais,    Brest,    Li- 
moges, Nice. 
Draw   rough   map    of   France    locating   important 
surface  features.     Show  the  three  wine  produc- 
ing  areas:   Rhone   Valley,    Champagne   District 
and  Western  District. 
Give  reasons  why  so  many  tourists  visit  France. 
Make   imaginary  visits  to   the   Louvre,   to   Ver- 
sailles, the   Tuileries,  the   Champs  Elysees,   the 
Great     Cathedrals,     Lourdes,     the     country     of 
Joan  of  Arc. 

Italy: 

Location.    Advantages  of  position.     Compare  with 
France.      How    did    Italy's    position    affect    her 
early  history? 
Size.    Compare  with  California:  dimensions,  coast- 
line, population. 
Surface  features: 
Highlands — relation    to    rainfall,    drainage    and 
temperature.     Climatic  belts.     Compare   with 
France. 
Lowlands:   extent.     Plains   of   Lombardy.     The 
Piedmont.    Reclaimed  swamp  lands. 
Occupations  and  industries: 

Agriculture.   Importance.  Principal  crops :   olive, 
grape,  citrus  fruit,  mulberry,  rice  and  cereals. 
Mining — marble  quarries. 

Manufacturing :  advantage  of  water  power.  Auto- 
mobiles, macaroni,  wine,  silk,  olive  oil,  hand- 
made goods. 
Transportation  facilities:  railroads,  coastwise  and 

river  routes,  roads,  famous  tunnels. 
Cities:   Location  and  importance  of  Rome,  Venice, 

Milan,  Naples,  Genoa,  Palermo,  Florence. 
Islands:  Sicily,  Sardinia.     Relation  to  Italy. 
Foreign  possessions:     Libia,   Britria   on  the   Red 

Sea,  and  part  of  Somaliland. 
Italians  in  America.    Find  out  why  so  many  people 
leave    Italy   for   other   countries.      Immigration 
laws. 
Imaginary  trips  to  St.  Peter's  and  the  Vatican,  to 
Milan  Cathedral,  to  St.  Mark's  in  Venice,  Lean- 


GEOGRAPHY  153 

ing    Tower    of   Pisa,   to    Naples,    Mt.    Vesuvius, 
Genoa. 

Switzerland : 

Location.  How  country  has  maintained  inde- 
pendence surrounded  by  powerful  nations.  Ef- 
fect on  national  spirit — language  and  govern- 
ment. Compare  with  government  of  the  United 
States. 

Surface  features.  Why  Switzerland  has  been 
called  the  "Playground  of  the  World."  Alps. 
Lakes:  Geneva,  Constance,  Lucerne.  Mountain 
Peaks :  Matterhorn,  Jungf  rau,  Mont  Blanc.  Com- 
pare with  the  low  countries.  Relation  to  liberty 
of  people — to  travel.  What  proportion  of  entire 
country  suitable  for  homes. 

Climate.  Reasons  for  variety.  Climatic  belts. 
Compare  with  England.     Tourist  season. 

People.  Show  effect  of  climate  and  surface  upon 
the  life  of  the  people.  Customs — inventive  genius 
— mechanical  skill — thrift.  Contrast  homes  with 
people  of  Norway — with  people  of  Spain.  Swiss 
chalet.  Story  of  William  Tell.  Monks  of  Hos- 
pice of  St.  Bernard. 

Resources.  "White  Coal,"  water  power,  strongest 
in  world — compare  with  California.  Forests. 
Natural  scenery. 

Industries : 

Manufacturing.  Geneva  watches,  Zurich  silk 
mills,  Basel  ribbons,  St.  Gall  embroideries. 
Fertilizer  from  nitrogen  in  air.  Raw  materials 
mostly  imported — compare  New  England. 

Agriculture.  Show  how  dairying  is  successfully 
carried  on.  Swiss  cheese.  Swiss  goats.  For- 
ests of  chestnut,  birch,  walnut,  maple.     Use? 

Commerce.  Importation  of  raw  materials  needed 
for  manufacturing  goods:  coal,  raw  silk,  cot- 
ton, food  products.  Exporting  manufactured 
goods.     Toys. 

Transportation.     Great  highway  systems.    Famous 
tunnels.     Countries  connected  by  tunnels. 

Germany,  Russia,  Spain,  Norway  and  Sweden,  Belgium, 
Holland,  Denmark,  Greece  and  the  new  countries  of  Central 
Europe  may  be  studied  according  to  the  above  plan. 


154 


COURSE  OF  STUDY 


Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupil  should  be 
able  to  fulfill  the  following  requirements: 

Know  the  important  characteristics  of  the  countries  of 
Europe. 

Know  how  climate,  westerly  winds  and  the  topography 
of  Europe,  influence  the  lives  of  the  people. 

Know  that  we  are  debtors  to  Europe  for  our  country's 
citizenry,  government,  growth,  development,  art  and 
literature. 

Know  the  relation  between  a  people's  national  prosperity 
and  development,  and  its  government  and  education. 

Know  how  to  use  independently,  in  solving  a  problem, 
reference  material,  maps,  pictures  and  books  and  to  state 
reasons  for  conclusion. 

Have  a  knowledge  of  place  geography  of  Europe,  and 
be  able  to  locate  the  following  cities : 


London 

Constantinople 

Moscow 

Berlin 

Budapest 

Venice 

Paris 

Glasgow 

Naples 

Petrograd 

Hamburg 

Geneva 

Vienna 

Liverpool 

Warsaw 

Brussels 

Dublin 

Amsterdam 

Madrid 

Rome 

Antwerp 

Copenhagen 

Manchester 

Athens 

Stockholm 

Genoa 

Recommended  Texts. 

Brigham  and  McFarland,  Book  One. 

McMurry  and  Parkins:    Elementary  Geography. 

Frye:    New  Geography,  Book  One. 


Teachers'  References. 

Lyde,  L.  W. :  The  Continent  of  Europe  (The  Macmillan 
Co.). 

Winslow:     Geography  Reader,  Book  IV  (Heath  &  Co.). 

Robinson:    Commercial  Geography  (Rand,  McNally  Co.). 

Smith,  J.  Russel:    Commerce  and  Industry  (Henry  Holt). 

Allen:    The  New  Europe  (Ginn  and  Co.). 

Fairbanks:  Topical  Outlines  of  Geography,  Part  III, 
Europe  (Harr  Wagner  Pub.  Co.). 

Huntington  and  Gregory:  The  Geography  of  Europe, 
Journal  of  Geography. 


GEOGRAPHY  155 

Wiswell:     Maps  and  Globes. 

Finch,  U.  C:  Geography  of  the  World's  Agriculture 
(C.  E.  Baker,  Supt.  of  Documents,  Washington,  D.  C). 

Pupils'  References. 

Chamberlain:     Europe   (The  Macmillan  Co.). 

Carpenter:     Europe  (American  Book  Co.). 

Winslow:     Europe    (Heath  Co.). 

Finnemore:    Italy  (The  Macmillan  Co.). 

Lyde:    Geography  of  Europe  (The  Macmillan  Co.). 

Wade:    Our  Little  Italian  Cousins  (L.  C.  Page  Co.). 
Our  Little  Swiss  Cousins. 

Champney:     Three  Vassar  Girls  in  Switzerland. 

Guerber:  Legends  of  Switzerland  (Dodd,  Mead  and  Co.). 

Lyde:     Geography  of  the  British  Isles   (The  Macmillan 
Co.). 

George:    Little  Journeys  to  England  and  Wales  (Flana- 
gan Co.). 

Lane:    Northern  Europe  (Ginn  and  Co.). 

Allen:     Stories  of  the  Rhine  Country  (Ginn  and  Co.). 

Penfield:     Holland  Sketches. 

GRADE  SIX-B. 

OUTLINE. 

ASIA. 

AFRICA. 

AUSTRALIA. 

SYLLABUS. 

In  the  study  of  these  continents  the  plan  is  to  take  the 
country  as  a  whole,  emphasizing  those  physical  character- 
istics that  have  had  a  special  influence  on  the  people. 

ASIA: 

The  four  great  divisions  of  Asia: 
Eastern  Asia: 

China,  Manchuria,  Korea,  Japan,  Siam,  Anam. 
Southern  Asia: 

India,  Burma,  Malay  Peninsula  and  East  Indies. 
Northern  Asia: 

Siberia  and  Russian  Turkestan. 


156  COURSE  OF  STUDY 

Western  Asia: 

Arabia,  Syria,  Palestine,  Mesopotamia,  Turkey,  Ar- 
menia, Persia,  Afghanistan. 

General  plan  for  the  study  of  a  country: 
Location  of  country. 
Surface  features. 

Climatic  conditions  and  the  effect  on  people. 
People.    Race.    Mode  of  life.    Religion.    Dress. 
Occupation.    Industries. 
Centers  of  trade. 
European  influence  on  country. 
Our  trade  relations  with  country. 

General  suggestions. 
Study  with  care : 

Syria — Palestine — the  Bible  Lands. 

Japan. 

China. 

India. 
Study  in  a  general  way: 

Siberia. 

Persia. 

Arabia. 

Turkey. 

Suggestive  investigations  for  the  study  of — 
Japan : 

The  people :  characteristics,  educational  systems,  cus- 
toms, national  spirit. 

Agriculture.  Compare  with  methods  used  in  the 
United  States.    Why  intensive?    Chief  crops. 

Mining.  Under  government  control.  Why?  What 
minerals  are  found? 

Forests.    Variety — uses  of  various  woods. 

Tea,  silk,  hemp  industries. 

Change  of  foreign  policy  in  1853.  The  old  policy. 
The  present  policy.     Cause  of  change. 

Commercial  and  industrial  development  of  Japan 
from  1853  to  present. 

Development  of  manufacturing.  Annual  value  of 
foreign  trade.  In  what  lines  has  Japan  made  re- 
markable progress?  In  what  does  her  weakness 
consist?  Her  strength?  What  are  her  special 
needs  ? 

Colonies  of  Japan.    How  and  when  acquired.    Value. 
Government. 
Formosa   (from  China,   1895). 


GEOGRAPHY  157 

Sakhalin  Island,  southern  half  (from  Russia,  1905). 

Korea  (Russo-Japanese  war,  1910). 
What  did  the  Conference  of  1922  decide  about  the 

Shantung  controversy? 
Catholic  missionary  work. 

China: 

Suggestive  investigations  for  the  study  of  China. 

People :  characteristics,  education,  schools,  religion. 
Awakening   of   China — effect   on   country,   on  the 

United  States.     Long  isolation  of  country. 
The  Republic  of  China.     Recent  revolutions. 
Resources:     Why  undeveloped.     Future  of  China. 

Minerals  of  Shantung  province. 
Means  and  methods  of  transportation  in  China. 
What    are    some    of    China's    needs?      What    does 

China  contribute  to  the  commercial  world? 
Agriculture:    Methods  of  farming — crops. 
China,  as  Catholic  missionary  field. 

India: 

Suggested  investigations  for  the  study  of  India: 

The  people — the  caste  system,  religion,  customs. 
Influence  of  physical  features,  climate  and  rainfall 

on  the  country. 
Famines   and   epidemics. 
Agricultural  industries.     Methods  of  production — 

irrigation. 
Manufacturing:  Hand  work — rugs,  jewelry.    Slow 

progress  of  industries. 
Government.    Effect  of  government  on  country. 

AFRICA: 

Wind  systems  of  Africa  and  their  effect  upon  life. 

Regions  difficult  of  access. 

Regions  unfavorable  to  progress. 

Why  the  extreme  north  and  south  of  Africa  are  centers 

of  development. 
Why  Kalahari  is  a  desert. 
The  northern  and  southern  climatic  belts. 
Types  of  people  in  Africa. 
European  possessions  in  Africa. 
Results  of  foreign  control  in  Africa. 


158  COURSE  OF  STUDY 

Study  with  care: 
Egypt: 
Location. 
The  Nile. 

Character  of  people. 
Suez   Canal. 
Cairo. 
The  Pyramids. 

South  Africa: 

Climate.     Compare  with  California. 

People. 

Resources. 

Industries. 

Cities. 

AUSTRALIA: 

Position. 

Size.     Compare  with  other  continents. 

Surface  features. 

Climate : 

Temperature  influenced  by — 
Latitude. 

Wind   systems   and   rainfall. 
Drainage.     Important  rivers. 
Vegetation. 

Distribution  of  animal  life. 
Mineral  resources. 
Reason  for  location  of  centers  of  population. 

Commercial    centers. 

Manufacturing  centers. 

Trade  routes. 
Political  divisions. 
Government. 

Topics  for  special  study: 
Industries  and  resources  of  Western  Australia. 
Compare   the   Australian   deserts   with   the   deserts   of 

California. 
Effect  of  eastern  range  of  mountains  on  rainfall. 
Reasons  for  lack  of  navigable  rivers. 
Cities:   Brisbane,  Sydney,  Melbourne,  Adelaide. 
Compare  New  Zealand  with  Australia. 
New  Guinea:     Location.     Products.     Possession. 
Fiji  and  Samoan  Islands:    Location  and  peoples. 


GEOGRAPHY  159 

Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupil  should  fulfill 
the  following  requirements: 

Know  how  to  use  maps,  charts,  tables  and  other  refer- 
ence materials  to  find  out  the  controlling  physical  condi- 
tions of  a  region  or  continent,  in  working  out  a  problem. 

Know  the  fundamental  geographic  facts,  such  as  the 
relation  of  temperature  and  rainfall  and  seasonal  changes 
to  the  distribution  of  plant  life  of  a  region;  the  principal 
ocean  currents  and  their  influence  on  land  areas;  wind 
belts  and  their  relation  to  lowlands  and  highlands. 

Know  what  effect  physical  features  and  climate  have 
upon  the  people  of  a  region. 

Be  able  to  pronounce,  spell  names  of,  and  locate  quickly, 
all  places  studied. 

Be  able  to  draw  a  rough  map  of  continents  studied  and 
locate  important  physical  features  and  cities. 

Recommended  Texts. 

(Same  as  Grade  Six-A.) 

Teachers'  References. 

Torrance :    Geographical  Results  of  the  Great  War. 
McMurry:     Geography  of  the  Great  War. 
Allen :     Asia. 

Asia — Magazine. 

National  Geographic  Magazine,  Washington,  D.  C. 

The    Journal    of    Geography,    American    Geographical 
Society. 

Pupils'  References. 

Carpenter :    Australia — Asia — Africa. 

Chamberlain :    Oceania — The  Continents  and  Their  People. 

Redway:     All  Around  Asia. 

Kellogg:     Australia  and  the  Islands  of  the  Sea. 

Lyde:     The  Geography  of  Africa. 

Van  Bergen:    The  Story  of  Russia. 

Bealby:     Peeps  at  Many  Lands. 

China. 

Japan — Korea. 

India — Ceylon. 

Australia. 
Smith:    Life  in  Asia. 
Rabenort:    Asia,  Africa,  Australia. 


160  COURSE  OF  STUDY 

GRADE  SEVEN-A. 
OUTLINE. 

THE  UNITED   STATES  AND  HER  POSSESSIONS. 

The  Western  States. 
The  Northeastern  States. 
The  North  Central  States. 
The  Southern  States. 

CANADA,   NEWFOUNDLAND   AND    GREENLAND. 

SYLLABUS. 

The  aim  of  the  work  in  this  grade  is  to  interest  the 
pupil  in  the  study  of  the  development  of  the  United  States 
into  a  nation  that  has  become  a  world-power  in  its  influence 
on  the  conditions,  ideals,  commerce  and  industry  of  the 
world;  to  instill  a  laudable  pride  in  the  conservation  and 
development  of  the  resources  of  our  country,  and  a  sense 
of  the  responsibility  of  ownership ;  and  to  arouse  the  desire 
to  study  the  history  of  the  United  States  because  of  the 
complex  character  of  its  people. 

The  study  of  the  United  States  as  outlined  in  a  lower 
grade  is  largely  descriptive  and  place  geography,  with 
some  reference  to  the  natural  resources,  to  serve  as  a 
basis  for  comparison  with  other  countries.  To  give  the 
pupils  a  broad  view  of  the  various  activities  of  the  people 
of  the  United  States,  an  intensive  study  of  the  natural 
regions  of  the  country  is  made  in  the  Seventh  Grade.  This 
precedes  the  study  of  the  states  as  separate  units.  Em- 
phasis should  be  placed  on  the  relation  of  the  physical 
features,  climate  and  resources  of  the  region  to  the  people, 
to  their  various  occupations,  to  the  centers  of  population 
and  to  transportation. 

The  western  section  is  taken  up  first,  as  this  is  the 
region  with  which  the  pupils  are  most  familiar.  The  other 
sections  follow   according  to   sequence   of  history. 

THE  UNITED  STATES: 

Natural  regions  of  the  United  States. 

"A  natural  region  is  a  unit  of  geographic  environment — 
an  area  throughout  which  the  geographic  conditions 
that  help  to  determine  life  do  not  greatly  differ." 


GEOGRAPHY  161 

Suggested  outline  for  the  study  of  a  region: 
Meaning  of  natural  region. 
Distribution  and  boundaries. 
Natural  characteristics  of  region: 

Mountain.     Rivers.     Continental  Divide. 

Routes   of   travel   of    early   explorers    and    settlers. 
Mountain  passes. 
Variation  of  climate:     Temperature.    Winds.    Rainfall. 
Advantages  and  disadvantages  of  region  to  life: 

How  man  has  responded  to  favorable  conditions. 

How  he  has  overcome  natural  disadvantages  (e.  g., 

by  irrigation). 

General  outline  for  study  of  a  section: 
Position  : 

Determine  latitude  and  compare  other  groups.     De- 
termine natural  regions. 
Surface  features: 

Highlands,  lowlands  and  valleys.   Continental  Divide. 
Drainage  areas: 

Relation  to  natural  conditions. 
Chief  industries  of  group. 

Relation  of  products  to  soil  and  climate.     Compare 
with  other  sections. 
Transportation  and  commerce: 

Navigable    rivers.      Lake    and    ocean    waterways — 

canals. 
Railroads.     Compare  facilities.     Foreign   commerce. 
Cities : 

Causes  leading  to  importance. 

The  Western  States: 

Suggested  study  for  Western  States. 
Various    regions    included    in    this    section    and    their 
relation  to — 

Resources  and  industries: 

Minerals.  Life  in  a  mining  region.  People  em- 
ployed— wages — hours  of  labor — living  condi- 
tions— location  of  mines  and  deposits — noted 
mining  districts — varieties  and  value  of  mineral 
deposits,  United  States  mints. 

Forests.  The  laborer — the  lumberman — location  of 
timber  land — kind  of  trees — methods  of  lumber- 
ing, amount  produced.  Forest  reservations  and 
conservation.     Shipbuilding. 


162  COURSE  OF  STUDY 

Fisheries.  Location — types  of  fishing — kinds  of 
fish — value  of  catch — canneries.  Government 
protection  of  fish. 

Agricultural  pursuits: 

Location  of  farming  and  fruit-growing  regions. 
Variety  of  crops — value   of  fruit  production. 
Irrigation.     Reclamation.     Fruit  canning  and 
drying.    Packing  houses.    Shipping. 
Stock-raising.    Life  peculiar  to  cattle  and  sheep 
country.     Purpose.     Shipping.     Wool.     Hides. 
Tanning. 
Manufacturing :  Extent.  Centers.  Sources  of  raw 
material.    Water-power.    Fuel. 
Centers  of  population.     Relative  size  of  population. 
Possible  growth. 

Advantages  for  transportation: 

Ocean,  lake  and  river  waterways,  railroads.  Puget 
Sound,  San  Francisco  Bay. 

Railroads. 
Compare  Seattle,  Los  Angeles  and  San  Francisco. 
Map  study  of  section  and  reason  for  location  of:  Los 
Angeles,  Seattle,  Portland,  Tacoma,  Salt  Lake, 
Helena,  Cheyenne,  Salem,  Missoula,  Boise,  Pocatello, 
Ogden,  Pueblo,  Sacramento,  San  Diego,  Yakima, 
Phoenix,  Santa  Fe,  Albuquerque,  Tucson,  Reno, 
Spokane. 

Subjects  of  special  interest: 
Yosemite  National  Park. 
Yellowstone  National  Park. 
The  Grand  Canyon  National  Park. 
Crater  Lake  National  Park. 
Sequoia  National  Park. 
Rocky  Mountain  Park. 
National  irrigation  projects. 
The  Columbia  Highway. 
Portland  Cement. 

The  Northeastern  States     )  ,T      ,  ,.,..!. 

The  North  Central  States   f  Ma^  be  studied  m  the  same 

The  Southern  States  )       manner. 

Alaska: 

Suggestive  topics  for  study:     • 
History  of  purchase. 

Show  that  it  was  profitable  to  the  United  States  to 
purchase  Alaska. 


GEOGRAPHY  163 

Compare  Alaska  with  Labrador. 
Possibilities  for  future  development. 
Principal    cities:      Sitka,    Juneau,    Skagway,    Nome, 
Fairbanks,  Seward. 

Panama  Canal  Zone: 

History  of  acquisition. 

Difficulties  of  constructing  canal. 

Length  of  time  for  construction.     Cost. 

Eastern  and  western  terminals. 

Advantages  to  world  commerce.    Fortification. 

Map  drawing  of  Canal  Zone. 

The  Philippine  Islands: 
How   acquired. 
Location. 
Surface  features. 
Climate. 
People.     Races. 
Commercial  importance  of  position. 

Our  Islands  in  the  Pacific: 

The  Hawaiian  Islands: 
How   acquired. 
Location. 
Importance. 
Productions. 

Locate  and  give  reasons  why  the  United  States  owns 
these  far-away  little  islands: 

Tutuila  Midway  Island. 

Guam.  Baker  Island. 

Marcus   Island.  Howland  Island. 

Wake  Island. 
What  are  our  privileges  on  the  Island  of  Yap? 

The  Virgin  Islands  : 
Location — size — people. 
Of   what  importance   to   the   United   States   are  these 

islands  ? 
Compare  with  Alaska. 

Porto  Rico: 

How  acquired. 
People. 
Industries. 
Government. 


164  COURSE  OF  STUDY 

CANADA,  NEWFOUNDLAND  AND  GREENLAND: 

Canada : 

Natural  regions  of  Canada     (See  Outline  for  Study  of 

a  natural  region,  Grade  Seven-A.) 
Location.     Latitude. 

Boundaries:     Land,  ocean,  lake  and  river. 
Coast  line: 

Nature  and  advantages. 

Compare  east  and  west  coast  line. 
Surface  features — climate — productions. 

Compare  with  United  States.    Central  plain — eastern 
and  western  highlands. 

Continental  Divide. 

Scenic   grandeurs   of  western  highland. 

Canyons,   glaciers,   perpetual   snow. 

Changes  wrought  by  the  Great  Glacier. 
Northern  part:     Waste  land.     Severe  Climate. 
Southern  part:    Compare  with  northern  United  States 

in  climate,  soil  and  productions. 
Ontario  and  Quebec. 

Great  plains — wheat  growing  and  grazing  region. 
Western  section:     Lumbering. 
Eastern  section :    Agriculture. 
Facilities    for    transportation.      Trade    with    England, 

with  Orient  and  United  States. 
Resources  of  the  country. 
Industrial  and  trade  centers.    Importance  and  location 

of   Montreal,    Toronto,    Ottawa,    Quebec,    Winnipeg, 

Vancouver,  Regina  and  Sudbury. 

Newfoundland : 

Location : 

Relation  to  Canada — to  England. 

Greenland : 

Reasons  why  Denmark  finds  it  profitable  to  own  Green- 
land. 

Recommended  Texts. 

Atwood:     New  Geography  (Book  Two). 
McMurry  and  Parkins:     Advanced  Geography. 
Brigham  and  McFarlane:    Essentials  of  Geography  (Sec- 
ond Book). 


GEOGRAPHY  165 

References. 

Seabury:     Porto  Rico   (Silver,  Burdett  and  Co.). 

Thomas:  Trails  and  Tramps  in  Alaska  and  Newfound- 
land (G.  P.  Putnam's  Sons). 

Twombly:  Hawaii  and  Its  People  (Silver,  Burdett  and 
Co.). 

Wade:  Our  Little  Philippine  Cousin  (L.  C.  Page  and 
Co.). 

Allen:  Industrial  Studies — United  States  (Ginn  and  Co.). 

Bassett:     Story  of  Lumber  (Pennsylvania  Pub.  Co.). 

Brooks:    Story  of  Cotton  (Rand,  McNally  Co.). 

Cooke:     Day  with  Leather  Workers  (Doran). 

Chase  and  Clow:     Stories  of  Industry  (Ed.  Pub.  Co.). 

King:    This  Country  of  Ours  (Lee  &  Shepard). 

Southworth  and  Kramer:  Great  Cities  of  the  United 
States  (Iroquois  Pub.  Co.). 

Winslow:    The  United  States  (D.  C.  Heath  and  Co.). 

Smith:     Commerce  and  Industry  (Henry  Holt  and  Co.). 

Samuel:     Story  of  Gold  and  Silver  (Penn.  Pub.  Co.). 

Cooke:     Day  in  a  Shipyard   (Doran). 

Fairbanks:     The  Western  United  States. 

Bradley:     Canada  (Henry  Holt  and  Co.). 

Winslow :  Geographical  Readers  (Book  II,  United  States) 
(D.  C.  Heath  and  Co.). 

Reynolds:  How  Man  Conquered  Nature  (The  Macmillan 
Co.). 

Greeley:     Handbook  of  Alaska    (Scribner's  Sons). 

Hall  and  Chester:  Panama  and  the  Canal  (Newston  Co.). 

GRADE  SEVEN-B. 

OUTLINE. 

MEXICO  AND  CENTRAL  AMERICA. 
WEST  INDIES. 
SOUTH  AMERICA. 

SYLLABUS. 

The  purpose  of  this  term's  unit  of  work  is  to  enable  the 
pupil  to  understand  the  physical  conditions  that  control 
the  activities  of  the  people  of  Mexico  and  South  America, 
and  to  arouse  an  interest  in  these  countries  with  which  we 
should  have  wider  influence  and  larger  trade  relations. 

A  regional  study  of  South  America  is  taken  up  as  an 


166  COURSE  OF  STUDY 

approach  to  a  study  of  the  political  units.  Constant  com- 
parison of  the  various  types  of  regions  with  similar  types 
in  North  America  should  be  made,  and  differences  arising 
from  lower  latitudes  and  their  effect  upon  climate  and  life 
should  be  emphasized. 

A  rapid,  brief  review  of  the  continent  of  North  America 
as  a  whole  should  precede  the  work  on  South  America. 
Suggested  Outline  for  the  Study  of  a  Continent : 

Position. 

Form. 

Size: 

Relative : 

As  compared  with  others. 

Relief: 

Highlands — plateaus. 

Position — extent — character. 

Drainage  system — continental  slopes. 
Lowlands : 

Position — extent — character. 

Climate : 

Temperature  influenced  by — 

Latitude. 

Altitude. 
Wind  systems  and  rainfall: 

Prevailing  winds. 

Effect  of  highlands  upon  winds  and  rainfall. 

Location  and  reasons  for  rainless  areas. 

Drainage : 

Important  rivers. 
Lakes — salt — fresh. 

Zones  of  vegetation  dependent  upon — 

Temperature. 

Rainfall. 
Distribution  of  animal  life. 
Distribution  of  mineral  resources. 

Distribution  of  population  dependent  on  occupation. 
Reasons  for  geographical  distribution  of  occupations. 

Resources. 

Commercial  advantages. 
Reason  for  location  of  centers  of  population. 

Commercial  centers. 

Manufacturing  and  industrial  centers. 
Development  of  routes  of  trade  and  commerce. 

Physical  conditions  favoring  trade. 


GEOGRAPHY  167 

Commercial  centers  and  routes  of  trade. 

Commodities  exported  and  imported. 
Political  divisions. 
Government. 

MEXICO  AND  CENTRAL  AMERICA: 

(See    Outline    for    Study    of    a    natural    region,    Grade 
Seven-A.) 

Natural  regions. 

People.    Indian  races.    History  of  conquest  by  Spaniards. 
Independence. 

Physical  conditions: 
Climate — climatic  belts. 
Surface — areas  of  altitude. 
Rainfall — Compare  east  and  west  coasts. 

Backward  condition  of  agriculture,  manufacturing,  com- 
merce, education. 

Compare  with  the  United  States. 

Resources. 

Government. 

THE  WEST  INDIES: 

Cuba: 

Location. 

History  of  acquisition. 

Cuba  in  the  history  of  the  United  States. 

Resources  and  industries. 

Government. 

Havana  Harbor. 
Haiti. 
Jamaica. 
Bermuda. 

SOUTH  AMERICA: 

Brief  history  of  discovery.  Kinds  of  people  explorers 
found;  manners  and  customs.  Compare  Incas  with 
Aztecs  in  customs — homes — religion.  Columbus,  Balboa, 
Vespucius,  Pizarro.  South  America  as  a  colonial  pos- 
session— Struggle  for  freedom — Monroe  Doctrine — 
Pan-American  Union. 

Highlands : 

Colombian  region :    Climatic  belts — why  not  a  lt natural 
region." 


168  COURSE  OF  STUDY 

Plateau  of  Bolivia :    Height— account  for  dryness — dis- 
advantages for  life — Home  of  Incas. 
Brazilian  highlands :   Slopes — variety  in  climate — popu- 
lation compared  to  Amazon  valley. 
Guiana  highlands:    People. 
Southern  highland:     Characteristics, 
Lowlands : 

The  Llanos  or  Savannas  of  the  Orinoco.    Compare  with 
prairies  of  North  America.    Effect  of  rainfall.    Popu- 
lation.    Animal  life.     Vegetation. 
Amazon    Valley:      Extent.      Compare    Amazon    River 
with  Mississippi — Columbia — Hudson — St.  Lawrence. 
Rainfall.      Vegetation.      Animal    life.      People — ad- 
vantages and  disadvantages  of  life.     Two  centers  of 
population. 
Chile  lowlands.    Desert  of  Atacama:    Extent.    Why  is 
it  desert?     Compare  with  Sahara.     Population,  irriga- 
tion— crops.    Mineral  deposits — nitrate  region.    Com- 
pare with  nitrate  production  in  northern  Italy.  Loca- 
tion of  shipping  ports. 
Central  Valley  of  Chile :    Drainage.    Chief  city.    Com- 
pare  with    Sacramento — San   Joaquin   Valley.     De- 
velopment. 
Pampas    region   of    the    Plata:      Rainfall.      Drainage. 

River  system.     Industries. 
Coastal  plains:     Compare  with  North  America. 
Desert  regions. 
Climate:    Effect  and  movement  of  wind  systems.     Rain- 
fall and  its  influence  upon  life.     Climatic  belts. 
Resources   and   products:     Diamonds,   mineral   deposits, 
copper,  rubber,  coffee,  valuable  woods,  cocoa,  vanilla, 
quinine,  tapioca,  vast  grazing  areas,  rich  soil. 
Transportation  facilities:     Waterways.     Railroads — diffi- 
culty in  building.     Trace  the  Trans-Andean  railroad 
on  map. 
Commerce:     Shipping   ports.     Exports.     Imports.     The 
Pan-American  union.     With   what   countries   is  South 
America  carrying  on  most  of  her  trade?     Benefits  to 
United  States  in  closer  trade  relationship. 
Suggested  investigations  in  connection  with  the  study  of — 

Brazil   (topics  for  study  adapted  from  Allen:   South 

America) : 
Size   and  position   of  Brazil — compare  with  United 

States. 
Form  of  government — compare  with  United  States. 
Climate  and  surface. 
Rivers  and  forests. 


GEOGRAPHY  169 

Plants  and  animals. 

Development  of  Brazil. 

Coffee  and  rubber  industries. 

Mineral  resources  and  diamond  mines. 

Railroads  and  transportation. 

Sao  Paula  Railroad. 

City  and  State  of  Pernambuco. 

City  and  State  of  Bahia. 

The  capital,  Rio  de  Janeiro. 

Argentina  (topics  for  study  adapted  from  Allen:  South 
America)  : 

Size — contrasts  of  climate  and  surface. 
The  wheat  industry  of  Argentina. 
Immigrants  and  their  work. 
Flax  fields  of  the  South. 
The  Port  of  Bahia  Blanca. 
The  capital  city,  Buenos  Aires. 
Vineyards  of  the  Mendoza. 
Rosario,  the  Chicago  of  Argentina. 
The  Christ  of  the  Andes. 

Chile: 

Size  and  shape  of  Chile. 

Climate   and   rainfall.     Contrast   between   northern 

and  southern  sections. 
Government.     Capital. 
Resources   and   industries   of  Southern  Chile.     The 

nitrate  industry.     Iodine. 
Lota,  Valdivia,  Concepcion,  Valparaiso,  Santiago. 
Animals  of  western  South  America. 

Venezuela: 

Simon  Bolivar  and  George  Washington. 

Size.     Position.     Climate. 

Contrast  the  Mississippi  and  the  Orinoco. 

The  llanos  and  the  cattle  industry. 

Chief  crops  of  Venezuela. 

The  Island  of  Trinidad. 

Cause  of  backward  condition  of  Venezuela. 

Paraguay  and  Uruguay: 

Compare  these  two  countries  in  size. 
The  wheat  industry  of  Paraguay. 
Lumbering  in  the  Chaco  forest. 
The  meat  industry. 
Hide  industry. 


170  COURSE  OF  STUDY 

Bolivia: 

Location.     Surface.     Climate. 

Minerals  and  metals. 

Forest  products. 

Llamas,  alpacas,  vicunas. 

Potosi,  La  Paz,  Sucre. 

The  Antofagasta  and  Bolivia  Railroad. 

Ecuador: 

Volcanoes  and  earthquakes. 

Tagua  nuts  and  the  button  industry. 

Panama  hats. 

The  cocoa  industry. 

Quito,  the  capital. 

Peru: 

Resources  of  Peru. 
Railroad  of  Peru. 
Lake  Titicaca. 
Lima,  Cuzeo. 

Colombia: 

Size  and  surface. 

Climate  and  resources. 

The  future  development  of  Colombia. 

A  trip  up  the  Magdalena  River. 

Guiana: 

Resources  and  industries. 
Cayenne,  Paramaribo,   Georgetown. 

Standards  of  Attainment. 

At  the  end  of  this  grade  the  pupils  should  fulfill  the 
following  requirements : 

Have  a  definite  idea  of  the  United  States  as  a  whole, 
and  of  each  section,  through  the  study  of  the  most  strik- 
ing features  as  indicated  in  the  Course  of  Study. 

Know  the  value  of  our  possessions  to  us  and  of  our 
benefit  to  them. 

Know  something  of  the  commercial  relationship  between 
the  United  States  and  Canada. 

Know  the  principal  resources  of  Canada,  South  America 
and  Mexico. 

Know  the  important  trans-continental  railroad  lines, 
steamship  lines  and  important  ship  canals. 

Be  able  to  draw  a  map  of  the  United  States  and  locate 


GEOGRAPHY  171 

the  principal  physical  features  and  twenty-five  principal 
cities. 

References. 

Gilson:     Wealth   of   the   World's   Waste   Places    (Chas. 
Scribner's  Sons). 

Our  Little  Brazilian  Cousin  (L.  C.  Page  Co.). 
Our  Little  Argentine  Cousin  (L.  C.  Page  Co.). 

Lucia :    Stories  of  American  Discoveries  for  Little  Ameri- 
cans (American  Book  Co.). 

Bryce:     South  American  Observations  and  Impressions 
(The  MacMillan  Co.). 

Enock:    Republics  of  South  and  Central  America  (Chas. 
Scribner's  Sons). 

Hale:     The  Other  Americans. 

Du   Chaillu:     Wild   Life   Under   the   Equator    (Harper 
Bros.). 

Clarke:    The  Continent  of  Opportunity — South  America 
(Revell). 

Rutter:     Wheat  Growing  in  Canada,  the  United  States 
and  Argentine  (The  Macmillan  Co.). 

Recommended  Texts. 

(See  Grade  Seven-A.) 

GRADE  EIGHT-A. 

OUTLINE. 

EUROPE : 

Northwestern  and  Central  Europe. 
The  Mediterranean  Countries. 
The  Danube  and  Balkan  Countries. 

ASIA: 
The  Far  East. 
Western  Asia. 
Southern  Asia. 
Northern  Asia. 

AFRICA: 
The  Mediterranean  Region. 
The  Nile  Valley. 
Southern  Africa. 
The  Sahara. 
The  Congo  Basin. 


172  COURSE  OF  STUDY 

AUSTRALIA: 

Natural  Regions  of  Australia. 

SYLLABUS. 

Review  the  work  of  Six-A  Grade  on  Europe  as  a  whole. 
See  outline  for  study  of  a  natural  region,  Seven-A  Grade; 
for  study  of  a  continent,  Seven-B  Grade. 

The  organization  of  the  subject-matter  in  the  texts  for 
this  grade  is  largely  based  upon  a  study  of  the  major 
natural  geographic  regions  and  their  relation  to  human 
activities.  Teachers'  manuals  of  practical  value  are  pro- 
vided to  accompany  the  various  texts.  The  work  should 
be  taken  up  from  the  commercial  and  industrial  viewpoint, 
based  on  the  problem  method.  In  studying  Asia,  emphasize 
the  main  physical  features  and  the  countries  that  have 
historical  and  international  prominence.  In  the  study  of 
Africa,  European  domination  of  the  country  and  its 
results  should  be  noted.  Call  attention  to  Catholic  For- 
eign mission  fields  in  Africa,  and  in  the  Far  East,  when 
these  places  are  under  discussion. 

EUROPE : 
Northwestern  and  Central  Europe. 

Regions : 

The  Northwestern  Highland. 
Great  Britain  and  Ireland. 
Norway  and  Sweden. 
The  Central  Plains. 

Southern  England,  Northern  France,  Southern  and 
Eastern    Sweden,    Holland,    Belgium,    Denmark, 
Poland,  the  Baltic  States  and  Russia. 
Central  Highlands. 

Part  of  France  and  Belgium,  Luxemburg,  Southern 
Germany,  Austria,  Western  Czechoslovakia. 
Southern  Highlands. 
Switzerland. 

The  Countries  of  the  Mediterranean. 

Italy,    Portugal,     Spain,    Jugo-Slavia,     Albania,     and 

Greece. 
Regions. 

Central  Highland. 

Southern  Mountain  and  Plateau. 

Southern  Lowlands. 


GEOGRAPHY  173 

The  Balkan  and  Danube  Countries. 
Regions. 

Central  Highland. 
Southern  Mountains  and  Plateaus. 
Southern   Lowlands. 
Countries. 
Austria,    Hungary,    Czechoslovakia,    Bulgaria,    Ru- 
mania, Constantinople. 

ASIA: 

The  Far  East. 

The  Empire  of  Japan. 
The  Republic  of  China. 

Western  Asia. 

Asia  Minor,  "The  bridge  by  which  ancient  culture 
reached  Europe." 

Syria  and  Palestine,  "The  Sacred  Land  of  the  Chris- 
tians and  highway  between  three  ancient  civiliza- 
tions." 

Mesopotamia,  the  land  of  an  ancient  civilization. 

Arabia,  the  cradle  of  the  Mohammedan  religion.  Aden. 

Southern  Asia. 

The  Empire  of  India. 

Ceylon,  Singapore,  East  Indies,  Borneo,  Sumatra, 
Java,  the  Celebes. 

Northern  Asia. 

Siberia. 

Eastern  Turkestan. 

AFRICA: 

The  Mediterranean  Region. 

French  and  Italian  Possessions. 
The  Nile  River  and  Valley.    Suez  Canal. 
Southern  Africa. 

The  Cape-to-Cairo  Railroad.     Madagascar. 
The  Sahara. 

Proposed  railroads. 
The  Congo  Basin.    Belgian  Protectorate. 

AUSTRALIA: 

Natural  Regions. 

Value  of  country  to  England. 


174  COURSE  OF  STUDY 


GRADE  EIGHT-B. 


The  study  of  the  United  States  as  a  world  power  will 
afford  a  summarizing  of  all  the  geographic  facts  and  prin- 
ciples the  pupils  have  thus  far  acquired.  These  should 
here  be  brought  together  in  building  up  a  conception  of 
the  world  as  a  whole,  viewed  in  its  trade  relationships. 
The  essential  facts  of  economic  and  commercial  geography- 
should  be  stressed  and  constant  reference  made  to  economic 
maps,  statistical  tables,  reference  materials  found  in  sug- 
gested list,  in  magazines  and  the  trade  sections  of  the  daily- 
papers. 

In  following  the  problem  method  of  teaching,  the  pupils' 
own  interests  will  often  determine  how  the  study  of  a  topic 
may  be  approached.  Preliminary  discussion  by  the  teacher 
and  the  class  can  usually  be  directed  in  such  a  way  as  to 
center  interest  upon  the  important  topic  from  which  a 
problem  can  be  evolved. 

The  subjects  of  conservation  of  our  national  resources 
and  responsibility  of  American  citizenship  should  be 
brought  out.  Make  much  of  the  point,  that  the  solving  of 
the  great  problems  of  transportation,  industry  and  develop- 
ment of  a  country,  has  been  due  to  man's  power  over  nature 
in  applying  scientific  principles  learned  through  education. 
To  illustrate  this  develop  the  following  or  like  topics: 

Conservation  of  resources. 

Reclamation  and  irrigation  projects. 

Construction  of  bridges,  canals  and  locks. 

Tunneling  through  mountains. 

Building  railroads  and  highways. 

Deepening  rivers  and  harbors. 

Developing  electricity  by  water-power. 

A  rather  comprehensive  study  of  the  causes  that  give  rise 
to  commerce  should  be  developed  from  the  knowledge  the 
pupils  already  possess  concerning  trade  relations  among 
the  nations  of  the  world. 

Causes  that  give  rise  to  commerce: 
Supplying  man's  needs. 
Regions  of  the  world  differ  in  natural  resources:    in 

some  these  resources  are  inadequate,  in  others,  there 

is  an  oversupply. 
Some  regions  need  raw  materials. 
There  must  be  markets  for  manufactured  goods. 
Employment,  besides  agriculture,  must  be  provided  for 

overcrowded  regions.    Division  of  labor. 

Make  a  survey  of  the  natural  resources  of  the  United 
States  and  of  the  world. 


GEOGRAPHY  175 

Determine  which  country  leads  in  the  production  of  raw 
material. 

The  great  industry  of  transportation. 

The  great  world  highway. 

Emphasize  the  importance  of  large  bodies  of  water  as 
highways  of  trade  and  culture. 

Pacific  Ocean  and  development  of  countries  surround- 
ing it. 

North  Sea — a  world  trade  center. 

Suez  and  Panama  Canals. 

The  final  work  of  the  term  should  be  given  to  California's 
commercial  and  industrial  relations  to  the  United  States 
and  to  the  rest  of  the  world. 

Standards  of  Attainment. 

At  the  completion  of  this  grade  the  pupil  should  fulfill 
the  following  requirements: 

Know  the  minimum  essentials  of  Elementary  School 
Geography  indicated  by  M.  E.  Branom  and  W.  S.  Reavis. 

Know  the  great  land  and  water  highways  of  trade. 

Know  the  rank  of  the  great  nations  of  the  world  commer- 
cially— their  chief  exports  and  imports  and  the  countries 
with  which  most  of  the  trade  is  carried  on. 

Know  the  location  and  the  value  of  the  various  colonies 
to  the  mother  countries. 

Know  the  benefit  colonies  derive  from  the  countries  that 
own  them. 

Be  able  to  draw  rough  map  of  countries  studied  and 
locate  principal  physical  features. 

Have  a  definite  idea  of  dependence  of  region  on  region, 
people  on  people,  as  the  cause  of  interchange  of  commodi- 
ties, customs  and  ideas. 

Be  able  to  locate  the  great  cities  of  the  world  and  give 
reasons  for  their  importance. 

Know  why  so  many  thousands  of  people  visit  Europe 
annually. 

Recommended  Texts. 

Brigham  and  McFarland:     Book  Two. 
Atwood:    Frye-Atwood  Series,  Book  Two. 
McMurry  and  Parkins:     Advanced  Geography. 
J.  Russel  Smith:    Region  and  Trade. 

Teachers'  References. 

Teachers'  Manual  to  accompany  any  of  above  texts. 
H.  W.  Fairbanks:    Topical  Outlines  of  Geography. 


176  COURSE  OF  STUDY 

J.  F.  Chamberlain:     Lippincott's  Geography. 

J.  R.  Smith:    Human  Geography,  Region  and  Trade. 

Robinson:    Commercial  Geography  (Rand,  McNally  Co.). 

Van  Hise:  Conservation  of  Our  National  Resources  of 
the  North  Central  States  (The  Macmillan  Co.). 

Bengston  and  Griffith:  The  Wheat  Industry  (The  Mac- 
millan Co.). 

Mosier  and  Davenport :  Soils  and  Crops  (Rand,  McNally 
Co.). 

Selection  from  Teachers'  Manual  of  Geography.    Bulle- 
tin 97   of  Board  of  Education  of  Boston    (Ginn  & 

Co.). 
Magazines : 

National  Geographic  Magazine. 

Travel. 

World's  Work. 

Journal  of  Geography. 

Current  Events. 

America. 

Literary  Digest. 

Independence. 

Bulletin  of  Pan-American  Union. 

Carpenter:    Geography  Readers  (American  Book  Co.). 
Chamberlain :     The  Continents  and  Their  People  Series. 
Chamberlain:     Home  and  World  Series  (The  Macmillan 
Co.). 

Pupils'  References. 

Werthner:    How  Man  Makes  Markets  (Macmillan  Co.). 

Southworth  and  Kramer:  Great  Cities  of  the  United 
States  (Iroquois  Pub.  Co.,  Syracuse,  N.  Y.). 

Fairbanks:    The  Western  United  States  (D.  C.  Heath). 

Continental  Series:    Peeps  at  Many  Lands. 
Peeps  at  Many  Industries. 

South  American  Fruits — Bulletin  of  Pan-American  Union. 

Tappan:  Railway  Conquest  of  the  World  (J.  B.  Lippin- 
cott). 

Braine:  Merchant  Ships  and  What  They  Bring  Us 
(E.  P.  Dutton  &  Co.) 

Smith:  The  Organization  of  Ocean  Commerce  (Univer- 
sity Press). 

Freeman  and  Chandler:  The  World's  Commercial  Prod- 
ucts (Ginn  &  Co.). 

Baldwin  and  Swingood:  Sailing  the  Seas  (American 
Book  Co.). 

Todd:    The  World's  Cotton  Crops  (The  Macmillan  Co.). 


GEOGRAPHY  177 

George:    Great  World's  Farm  (The  Macmillan  Co.). 

Myrick:  The  American  Sugar  Industry  (Orange,  Judd 
Co.,  New  York). 

James:    The  Building  of  Cities  (The  Macmillan  Co.). 

Twombly  and  Dana:  The  Romance  of  Labor  (The  Mac- 
millan Co.). 

Hall:    Panama  and  the  Canal  (Newsom). 

Nida:  Panama  and  Its  Bridge  of  Water  (Rand,  McNally 
Co.). 

White:    The  Development  of  Africa  (Philip,  London). 

Van  Hise:  Conservation  of  the  National  Resources  of 
the  United  States  (The  Macmillan  Co.). 

Johnson:  Ocean  and  Inland  Transportation  (D.  Apple- 
ton  &  Co.). 

Blaich:    Three  Industrial  Nations  (American  Book  Co.). 

Tower:    Story  of  Oil  (D.  Appleton  &  Co.). 

Smith:     Story  of  Iron  and  Steel  (D.  Appleton  &  Co.). 

Abbott:     South  Seas  (The  Macmillan  Co.). 

Toothaker:    Commercial  Raw  Materials. 

Willets:    Workers  of  the  Nations  (Ginn  &  Co.). 

Shoemaker:  The  Great  Siberian  Railroad  (G.  Putnam's 
Sons). 

Progress  and  Development  of  Our  National  Parks  (De- 
partment of  the  Interior,  Washington,  D.  C.J. 

Bryce:    South  America  (The  Macmillan  Co.). 

Fisher:  Resources  and  Industries  of  the  United  States 
(Ginn  &  Co.). 

Keller  and  Bishop:    Industry  and  Trade  (Ginn  &  Co.). 

Allen:    Geographical  Industrial  Studies  (Ginn  &  Co.). 

"The  New  Europe." 

State  Publications. 

Local  Publications,  e.  g.,  Mercantile  Review  of  San  Fran- 
cisco. 

The  World  Almanac. 

Year  Book  of  the  United  States  Department  of  Agricul- 
ture. 

Statistical  Abstract  of  the  United  States. 


COURSE  OF  STUDY  IN  HISTORY. 


INTRODUCTION. 


The  teaching  of  history  in  the  Elementary  Schools  pre- 
sents many  difficulties.  History  is  the  story  of  grown 
men  and  of  the  society  in  which  they  lived,  and  this  story 
has  to  be  told  to  children.  It  follows  that  the  teacher 
must  deal  principally  with  what  children  can  understand; 
with  personal  character  and  prowess,  adventure,  discovery, 
invention  and  with  the  way  in  which  men  have  lived  and 
worked.  It  has  always  to  be  borne  in  mind  that  history 
is  a  continuous  narrative  of  events  bound  together  as 
cause  and  effect,  and  that  the  teacher  must  develop  in  the 
child's  mind  a  sense  of  this  continuity. 

In  history,  perhaps  more  than  in  most  studies,  the  per- 
sonality of  the  teacher  and  her  own  reading  are  of  the 
first  importance.  The  study  of  some  of  the  best  modern 
historical  works  and  contemporary  writers  will  strengthen 
her  insight  into  the  meaning  of  great  movements  and 
enrich  her  store  of  stirring  detail. 

"The  determining  factors  in  a  well-balanced  course  of 
study  in  history  for  the  elementary  schools  would  appear 
to  be  about  as  follows: 

1.  Fundamental  and  Basic. 

(a)  Materialistic — Man's  reaction  on  his  environment. 

(b)  Spiritual — Men's  interpretations  and  ideals. 

2.  Immediate  and  Indispensable. 

(a)  Psychological — Point  of  view  of  the  child. 

(b)  Practical — Social    and    political    needs    of    the 

learner,  the  content  point  of  view."     (History 
in  Elementary  Schools — Bliss.) 

In  the  following  course  an  effort  has  been  made  to  keep 
these  factors  in  view.  Naturally  the  psychological  factors 
are  more  evident  in  the  primary  grades,  the  practical  in 
the  grammar  grades. 

The  work  outlined  for  the  first  three  grades  is  based  on 
an  appreciation  of  State  and  National  holidays,  and  an 
impression  of  primitive  life.  This  impression  is  gained  by 
a  study  of  Indian  customs. 

C  179  ] 


180  COURSE  OF  STUDY 

In  Grade  Four  a  continuous  story  of  our  country's  his- 
tory is  presented  to  the  child  in  a  very  simple  form.  The 
aim  is  to  develop  the  historical  imagination  and  to  give  an 
idea  of  the  unity  of  history;  to  show  the  child  the  birth, 
expansion  and  development  of  our  country;  to  make  him 
familiar  with  the  names  and  deeds  of  our  national  heroes, 
learned  through  the  work  on  the  holidays. 

In  the  Fifth  and  Sixth  Grades  the  development  of  civili- 
zation during  Ancient,  Medieval  and  Modern  periods  is 
studied.  The  aims  are  to  give  a  view  of  European  history 
and  to  make  the  child  familiar  with  the  names  and  inci- 
dents that  have  become  a  part  of  the  common  stock  of 
human  knowledge.  From  the  logical  viewpoint  the  work 
in  these  two  years  forms  a  background  for  the  formal 
study  of  American  History,  begun  in  the  Seventh  Grade, 
and  of  Church  History  in  the  Eighth  Grade.  Psychology 
has  fairly  well  established  that  children  at  this  stage  of 
development  are  hero  worshipers,  and  that  the  romantic 
makes  a  strong  appeal  to  them. 

The  teacher  should  aim  to  supply  the  historical  back- 
ground and  the  connecting  links  by  familiar  talks.  Since 
pictorial  illustrations  are  invaluable,  she  should  encourage 
pupils  to  collect  pictures  on  historical  subjects.  Maps  and 
diagrams  should  be  freely  used  and  the  enumeration  of 
dry  facts  and  dates  avoided. 

Most  important  of  all,  the  teacher  should  tell  a  good 
story;  paint  a  vivid  picture.  Fire  the  young  imagination 
with  the  recital  of  high  and  noble  deeds  that  he  may  be 
encouraged  to  read  and  study  for  himself. 

The  formal  study  of  American  History  is  begun  in  Grade 
Seven-A  and  continued  through  Grade  Eight-A. 

In  Grade  Eight-B  the  study  of  elementary  civics  is 
correlated  with  United  States  history. 

The  teacher,  before  beginning  each  year's  work,  should 
see  the  course  as  a  whole. 

The  New  Jersey  Course  of  Study  says:  "Before  begin- 
ning a  lesson  the  teacher  should  have: 

1.  A  definite  idea  of  what  she  expects  to  accomplish 
in  that  lesson,  and  of  the  importance  of  the  given  lesson  in 
connection  with  all  the  lessons  to  be  taught  on  a  given 
topic. 

2.  A  thorough,  concise  knowledge  or  mastery  of  the 
lesson,  so  that  she  may  teach  without  a  textbook. 

3.  The  successive  steps  planned,  the  large  questions 
thought  out,  in  order  to  reach  the  desired  results. 


HISTORY  181 

4.  The  apparatus  for  teaching  at  hand  and  ready  for 
use — modeling  table,  maps,  globe,  colored  crayon,  reference 
material  and  textbooks. 

5.  Assignment  made  so  definite  and  clear  that  pupils 
will  be  stimulated  to  do  their  best  work. 

6.  A  determination  to  conduct  the  recitation  in  such  a 
way  that  the  pupils  will  have  opportunities  for  the  exercise 
of  their  emotional  and  volitional  natures. 

7.  A  still  more  firm  resolution  to  have  the  attention  of 
all  members  of  the  class,  and  not  only  of  a  few." 


GRADE  ONE-A. 
Holidays : 
Columbus  Day: 

Columbus  and  his  companions. 

Spanish  vessels. 

Landing  of  Columbus  in  America. 

Planting  of  the  Cross  by  the  Priests. 

Indians. 

Construction : 

Draw  or  model  vessels. 

Dress  dolls  as  Columbus  and  companions;  as  Indians. 

Illustrate  landing  scene  on  sand-table. 

Dramatize : 

The  landing  of  Columbus. 

Thanksgiving  Day: 

Landing  of  the  Pilgrims. 
First  Thanksgiving  Day. 
The  Pilgrims. 
The  Indians. 

Construction : 

Model  or  cut  from  paper :  The  Mayflower ;  the  Pilgrims 
and  Indians. 

Draw  scene  of  the  first  winter:  Coast;  snow;  log- 
houses. 

Dramatize : 

First  Thanksgiving  dinner. 
Landing  of  the  Pilgrims. 


182  COURSE  OF  STUDY 

Building  a  shelter. 

Indian  visit  to  the  settlement. 

SYLLABUS. 

Throughout  the  primary  grades  the  instruction  is  entirely- 
oral.  In  order  to  succeed  in  this  method  of  oral  presenta- 
tion, the  teacher  must  become  an  expert  story-teller.  Chil- 
dren should  early  be  led  to  reproduce  various  portions  of 
the  story  they  have  been  told. 

One  purpose  of  this  reproduction  is  to  develop  the  power 
on  the  part  of  the  child  to  talk  before  the  class;  that  is, 
the  power  of  oral  expression.  Another  is  to  discover  the 
mental  images  produced  in  the  minds  of  the  children  by 
the  instruction. 

Other  ways  of  attaining  this  end  are  the  use  of  games 
and  dramas.  These  plays  should  be  very  simple.  Sand 
and  clay  modeling  and  drawing  are  likewise  very  important 
modes  of  expression,  and  are  a  source  of  great  delight  to 
children. 

Stories  to  Be  Read  to  the  Children: 

Colonial  Children  (Pratt). 
American  Indians  (Starr). 
Stories  of  Great  Americans  for  Little  Americans.     (Eg- 

gleston. 
For  the  Children's  Hour  (Bailey  and  Lewis). 
Red  Letter  Days  (Hall-Lennox). 

GRADE  ONE-B. 

Holidays : 
Lincoln's  Birthday: 

Childhood  incidents. 
Life  in  the  backwoods. 

Construction : 

Build  a  rail  fence.     Draw  scenes   of  Lincoln's  home 
and  surroundings. 

Dramatize : 

Such  incidents  as  that  of  the  borrowed  book,  and  its 
return,  etc. 

Washington's  Birthday: 

His  boyhood,  parents,  brothers  and  sisters. 
His  mother's  love  for  him  and  his  love  for  her. 
His  education. 


HISTORY  183 

Construction : 

Figures :    Cut  or  model  these.    Colonial  costumes. 
Drawings:    Take  scenes  from  around  his  home. 

Indian  Life: 

Indian  Home  Life: 

Descriptions  of  Indian  babyhood. 
Descriptions  of  Indian  boyhood. 
Descriptions  of  Indian  home  life. 

Stories  to  Be  Bead  to  the  Children: 

Legends  of  the  Red  Children  (Pratt). 
Myths  of  the  Red  Children  (Wilson). 

SYLLABUS. 

The  syllabus  and  aim  are  the  same  as  in  Grade  One-A. 

GRADE  TWO-A. 
Holidays : 
Discovery  Day : 

Columbus  and  his  son. 

Voyage  across  the  ocean. 

Columbus  and  his  first  sight  of  America. 

Construction : 

Same  as  in  Grade  One-A. 

One  might  add  a  scene  such  as: 

Columbus  and  his  son  seeking  shelter  at  La  Rabida. 

The  departure  from  Palos  on  the  voyage  of  discovery. 

Thanksgiving  Day: 

The  Pilgrims  in  their  home  in  England. 
The  Pilgrims  in  Holland. 
The  Pilgrims  in  their  home  in  America. 
The  first  winter  in  America. 

Construction : 

Same  as  for  Grade  One-A. 

Add  some  typical  scene  from  England  or  Holland. 

Dramatize : 

Some  simple  scene  developed  from  the  above  subjects. 

Indian  Life: 

Continue  the  method  outlined  in  Grade  One-B. 
Reading : 

Same  as  list  for  Grade  One-A. 


184  COURSE  OF  STUDY 

GRADE  TWO-B. 

Holidays : 

Lincoln's  Birthday: 
His  home  life  as  a  boy. 
His  love  of  study. 
How  he  educated  himself. 

Construction  : 

Same  as  in  Grade  One-B. 

Add  some  scenes  from  his  later  life. 

Dramatize : 

Any  incident  of  his  boyhood  or  early  manhood. 

Washington's  Birthday: 
His  home.    Plantation  life. 
Travel  on  horseback  and  boats. 
Story  of  his  colt. 
His  school  life. 

Construction : 

Paper  figures  of  Colonial  boys  and  girls. 
Sand-table:   Washington  playing  soldier. 

Dramatize : 

Washington  and  his  schoolboy  army. 

Indian  Life: 

The  Indian  boy.    His  school.    His  teacher.    His  studies. 

Construction : 

Indian  settlement;  hunting  camp. 
Make  Indian  costumes. 

Dramatize : 

Return  from  the  hunt. 
Selected  scenes  from  Hiawatha. 

Stories  to  Be  Read  to  the  Children: 

Hiawatha   (Longfellow). 

Half  a  Hundred  Stories  Told  by  Nearly  Half  a  Hun- 
dred Persons. 
Life  of  Washington  (Dodge). 

Life  of  Lincoln  (parts  adapted  to  the  First  Grade). 
A  First  Book  in  American  History  (Eggleston). 
America's  Stories  for  American  Children  (Pratt). 


HISTORY  185 

GRADE  THREE-A. 
Holidays : 
Admission  Day: 

The  First  Admission  Day. 

The  arrival  of  the  Oregon  with  the  news:    "California 

is  a  State." 
Rejoicings.     The  parade  at  night;  the  fireworks. 

Construction : 

Make  models  of  the  Oregon. 

Have  an  enlarged  model  of  the  Oregon,  and  let  the 
children  make  banners  with  the  inscription,  "Cali- 
fornia is  a  State." 
Decorate  model  with  banners  and  flags. 

Dramatize : 

Signal  scene  from  Telegraph  Hill  and  children  watch- 
ing the  Oregon  come  in  to  the  wharf. 

Columbus  Day: 

Life  of  Columbus.    Home  and  parentage. 

Marco  Polo's  travels. 

His  influence  upon  Columbus. 

Columbus  seeks  aid  at  the  Spanish  Court. 

Isabella  of  Spain  sends  for  him. 

The  fleet  of  three  vessels. 

Construction : 

Draw  or  model  scenes  taken  from  Columbus'  wander- 
ings; the  three  vessels;  Marco  Polo's  stories. 

Dramatize : 

Columbus  at  the  Court  of  the  Spanish  King. 
His  disappointment  at  the  first  refusal. 
His  joy  when  told  to  return. 

Thanksgiving  Day: 

A  Thanksgiving  Day  with  Miles  Standish. 
Massasoit's  first  Thanksgiving. 

Early  California  Life: 

Portola's  Discovery  of  San  Francisco  Bay. 
The  planting  of  the  Cross  at  San  Diego. 
The  first  Mission.    The  Builders.    The  Building. 
The  Indians. 

Indian  Life: 

The  Mission  Indian.    His  life  before  the  Padres  came. 
His  new  home  with  the  Padres. 


186  COURSE  OF  STUDY 

SYLLABUS. 

In  the  Third  Grade  the  children  can  read  simple  stories. 
Although  the  work  on  the  holidays  will  remain  the  basis  of 
this  year's  course,  the  plan  of  work  must  be  enlarged  and 
the  children  encouraged  to  read.  Another  holiday  is  added. 
Admission  Day.  A  vivid  word  picture  of  the  first  Admis- 
sion Day  in  California  should  be  presented.  This  will  logi- 
cally lead  to  some  consideration  of  early  pioneer  days  in 
the  State.  From  the  pioneers  we  go  to  the  Missions,  the 
names  of  which  are  already  familiar  to  the  California 
school  child.  Naturally  stories  of  the  Indian  life  in  the 
first  two  grades  now  change  to  stories  of  the  Mission  In- 
dians, their  relations  with  the  Padres,  the  first  white  men 
in  California,  the  Spanish  explorers,  Portola  and  his  fol- 
lowers. 

The  aim  in  this  grade  should  be  to  prepare  the  children 
for  the  next  year's  work,  which  is  a  continuous  narrative 
of  the  nation's  history.  This  necessitates  that  the  holiday 
basis  be  so  connected  and  so  related  as  to  outline  the  his- 
tory story  for  the  child.  The  teacher  should  always  strive 
to  arouse  interest  in  and  love  for  the  study  of  history. 

Pupils'  Reference  List: 

Martha  of  California  (Otis). 

Stories  of  Great  Americans  for  Little  Americans  (Eg- 

gleston). 
Stories  of  American  Life  and  Adventure  (Eggleston). 
Indian  Folk  Tales  (Nixon-Roulet). 
Legends  of  the  Red  Children  (Pratt). 
Hero  Stories  from  a  History  (Blaisdell  &  Ball). 
Docas,  the  Indian  Boy  (Snedden). 
Stories  of  Colonial  Children  (Pratt). 
America's  Story  for  American  Children  (Pratt). 

GRADE  THREE-B. 
Holidays : 

Lincoln's  Birthday: 

Review  boyhood,  home,  education. 
Stories  of  Lincoln  as  President. 

Construction : 

Draw  scene  from  Lincoln's  life  as  President. 

Dramatize : 

Select  incidents  from  presidential  life. 


HISTORY  187 

Washington's  Birthday: 

Review  boyhood  life. 

Emphasize  Colonial  plantation  life. 

The  young  surveyor. 

The  trip  to  the  Ohio  River. 

Construction : 
Same  as  previous  grades. 
Draw  or  model  surveying  scene. 

Dramatize : 

Incident  of  the  Indian  boy. 

Memorial  Day: 

Military  observation  of  Memorial  Day. 
Civil  War  veterans. 
Spanish-American  soldiers. 
Love  of  our  Flag. 

Construction : 
Union  Flags,  Confederate  Flags. 
Boys  in  Blue  and  Boys  in  Gray. 

Dramatize : 

Some  such  incident  as  the  surrender  of  Lee.  Empha- 
size the  courtesy  and  consideration  of  the  two  Gen- 
erals. 

SYLLABUS. 

The  syllabus  and  aim  are  the  same  as  in  Grade  Three-A. 

GRADE  FOUR-A. 

Holidays: 

1.  Admission  Day. 

2.  Columbus  Day. 

3.  Portola  Day. 

4.  Thanksgiving  Day. 

Topical  Outlines  According  to  Centuries: 

Fifteenth  Century:    Discovery.    Columbus  in  America. 

Sixteenth  Century:  Exploration.  Drake  in  California. 
Cortes  in  Mexico. 

Seventeenth  Century:  Settlement.  La  Salle  on  Mis- 
sissippi. 


188  COURSE  OF  STUDY 

SYLLABUS. 

A  connected  story  of  American  History  is  presented  in 
this  grade.  The  work  should  be  of  a  very  simple  and  ele- 
mentary character,  and  based  on  the  facts  learned  in  the 
previous  grades  in  connection  with  the  holidays. 

Biography  and  Pioneer  Life  will  furnish  the  nucleus  of 
the  course  followed  in  a  connected  manner.  Reading  by 
the  child  may  now  become  an  important  aid.  No  text  is 
required,  but  children's  books  and  stories  adapted  to  the 
age  of  the  children  are  recommended,  and  should  be  read 
to  the  children  and  read  by  them. 

Geography: 

Give  a  general  idea  of  location  of  the  Atlantic  and 
Pacific  Oceans,  Europe  and  America,  the  Rocky  Mountains, 
Mississippi  River,  Great  Lakes,  California.  The  geography 
facts  are  from  the  standpoint  of  history. 

Aim: 

The  aim  throughout  is  to  develop  the  historical  imagina- 
tion to  give  some  idea  of  the  unity  of  history  and  to  give 
the  child  a  bird's-eye  view  of  the  Story  of  his  Country. 
Select  items  that  will  lend  themselves  to  the  child's  imagi- 
nation. Follow  the  same  general  plan  as  in  Grades  One 
and  Two,  with  the  additional  requirements  of  some  reading 
by  the  pupil,  and,  if  found  expedient,  a  note-book.  Ex- 
ploration and  pioneer  periods  make  special  appeal  to  the 
child.  Therefore,  more  time  is  given  to  the  period  before 
and  immediately  after  the  Revolutionary  epoch  than  to 
more  recent  developments. 

GRADE  FOUR-B. 

Holidays : 

1.  Lincoln's  Birthday. 

2.  Washington's  Birthday. 

3.  Memorial  Day. 

4.  Flag  Day. 

Topical  Outlines  According  to  Centuries  (Continued  from 
Grade  Four- A) : 
Seventeenth    Century:      Settlement:      New    England 

Coast.    Spanish  on  Pacific  Coast. 
Eighteenth  Century:    Independence:    Washington  and 

Revolution.    Missions  in  California. 
Nineteenth  Century :    Growth.    Lincoln  and  Civil  War. 

Gold  rush  to  California. 
Twentieth  Century:  America's  part  in  the  World  War. 


HISTORY  189 

SYLLABUS. 

General  treatment  of  course  as  in  Grade  Four-A. 
Pupils'  Reference  List: 

Stories  of  Great  Heroes  (Rev.  James  Higgins). 

Story  of  Columbus  and  Magellan   (Lawler). 

Heroes  of  the  Middle  West  (Wood). 

Stories  of  Pioneer  Life  (Bass). 

Myths  of  the  Red  Children  (Wilson). 

Short   Stories  from  American  History    (Blaisdell  and 

BaU). 
Story    of    Old    Europe    and    Young    America    (Mace- 


Tanner). 


GRADE  FIVE-A. 


Subject  Matter: 

Elementary  survey  of  ancient  peoples  from  the  dawn 
of  history  to  Charlemagne. 

Plan  of  Presentation: 

Biographical  and  narrative. 
Man's  Earliest  Achievements: 

Discovery  of  fire;  ways  of  making  fire. 

Domestication  of  animals. 

Beginnings  of  language. 

First  attempts  at  agriculture. 

Egypt: 

Early  history  of  human  progress  in  the  Nile  Valley. 
The  Pyramids  and  the  Sphinx.    Obelisks. 
Picture  writing  (hieroglyphics).    Papyrus  rolls. 
Rameses  II — Pharaoh  of  the  Exodus. 

Babylonia  and  Assyria: 

The  Tigris-Euphrates  Valley. 
Life  in  ancient  Babylonia. 
Cuneiform  writing.    Clay  tablets. 
Sennacherib  and  the  Kingdom  of  Israel. 
Nebuchadnezzar  and  the  Babylonian  Captivity. 
The  Hanging  Gardens  of  Babylon. 
Belshazzar  and  the  Persians. 

Persia: 

Location. 

Cyrus  and  the  Jews. 

Invasion  of  Greece. 


190  COURSE  OF  STUDY 

Phoenicia: 

Its  position  on  the  Mediterranean. 
Ships  and  early  sea  voyages. 
Development  of  the  alphabet. 

SYLLABUS. 

In  the  Fifth  and  Sixth  Grades  an  attempt  is  made  to 
teach  in  a  simple  manner  the  development  of  human 
civilization  from  the  dawn  of  history  through  the  medie- 
val and  modern  periods.  The  ideas  to  be  developed 
are  general  and  universal  rather  than  particular.  Au- 
thentic stories,  episodes  and  personages  are  introduced 
for  the  purpose  rather  of  developing  general  notions  and 
pictures  than  of  building  up  a  body  of  co-ordinated  facts. 

The  teaching  in  these  grades  should  be  largely  oral. 

The  essential  point  is  that  the  work  should  be  so 
planned  and  so  carried  out  in  practice  as  to  give  the 
child's  imagination  free  scope,  to  let  it  receive  vivid  im- 
pressions of  other  ages  in  which  manners,  ideas  and  envi- 
ronment were  very  different,  while  human  nature  was  ever 
the  same;  in  other  words,  to  awaken  in  a  rudimentary 
form  that  sympathy  with  the  past  which  is  the  necessary 
foundation  of  the  historical  sense. 

The  children  should  take  an  active  part  in  the  lesson 
and  not  be  passive  listeners.  Have  them  reproduce  the 
stories  they  have  been  told  and  illustrate  them  by  means 
of  drawing  and  construction  work. 

GRADE  FIVE-B. 

Subject  Matter: 

Continuation  of  Work  in  Five-A. 

Plan  of  Presentation: 

Biographical  and  narrative. 

Greece : 

A  very  simple  story  of  the  Greeks. 

Life  in  Athens ;  in  Sparta. 

Education  in  Greece. 

Art,  painting,  sculpture,  literature. 

The  Olympic  Games. 

The  Persian  Invasions.     Marathon.     Thermopylae. 

Leonidas,  Miltiades,  Demosthenes. 

Alexander  and  world  conquest. 

What  Greece  has  left  us. 


HISTOEY  191 

Borne: 

Story  of  the  beginnings  of  Rome. 

Legend  of  Romulus  and  Remus. 

Old  Roman  virtue.     (Cincinnatus). 

Horatius  at  the  Bridge. 

The  Vestals. 

Camillus  and  the  Gauls. 

Rome's  conflict  with  Carthage. 

Hannibal  and  Scipio. 

Julius  Caesar  and  world  dominion. 

Augustus  Caesar. 

Rome's  legacy  to  us. 

Rise  of  Christianity: 

Birth  of  Our  Lord  Jesus  Christ. 
Death  of  Our  Lord  Jesus  Christ. 
Nero  and  the  first  persecution. 
Constantine  and  the  Labarum. 
End  of  the  persecutions. 
St.  Helena. 

Fall  of  the  Roman  Empire: 

Barbarian  invasions. 
Attila  and  Pope  Leo. 

Pupils'  Reference  List  (Fifth  and  Sixth  Grades) : 

Ten  Boys  from  Long  Ago  to  Now  (Andrews). 

Story  of  the  Greeks  (Guerber). 

Story  of  the  Romans  (Guerber). 

Famous  Men  of  the  Middle  Ages  (Haaren  and  Poland). 

Story  of  the  Middle  Ages  (Harding). 

The  World's  Discoverers   (Johnson). 

European  History  Stories  (Tappan). 

The  Dawn  of  American  History  in  Europe   (Nida). 

In  the  Days  of  William  the  Conqueror  (Tappan). 

Story  of  Ireland  (A.  M.  Sullivan). 

Story  of  the  Irish  Race  (Seumas  MacManus). 

William  the  Conqueror  (Stenton). 

Great  Names  and  Great  Nations  (Niver). 

Stories  of  the  King  (Baldwin). 

Source  Book  of  American  History  (Hart). 

European  Beginnings  of  American  History  (Atkinson). 

Fifty  Famous  Stories  (L.  Baldwin). 

Stories  for  the  History  Hour  (Niemeyer). 


192  COURSE  OF  STUDY 

GRADE  SIX-A. 

Subject  Matter — The  Medieval  Period. 
Charlemagne : 

Story  of  Charlemagne. 

Life  at  his  court. 

The  palace  schools. 

The  crowning  of  Charlemagne  by  Pope  Leo. 

Feudalism  and  Chivalry: 

Knights  and  Ladies:  Mode  of  life;  dress;  amusements; 

vassals;    homage;    life    of    a    page;    vigil    of    arms; 

knighting  of  a  squire. 
Feudal  Castle:     Its  architecture;  its  defence. 

Mohammedanism : 

Its  rise  and  spread. 

The  Crusades: 

Their  aim.     Godfrey  of   Bouillon,   Richard   the   Lion- 
Hearted,  St.  Louis.     The  Children's  Crusade. 

Guilds : 

What  they  were.     Cathedral  builders. 

The  English  in  France: 

The  English  king  claimed  the  French  throne. 
St.  Joan  of  Arc. 

Invasions  of  Ireland: 

Invasions  by  the  Danes;  by  the  English. 
Result  of  these  invasions. 

Discovery  and  Invention: 

Inquiring  spirit  engendered  by  the  Crusades. 

This  spirit  indirectly  led  to  the  discovery  of  America. 

Mariner's  compass. 

Invention  of  printing. 

GRADE  SIX-B. 
OUTLINE. 

Subject  Matter. — The  Modern  Period. 
Protestantism: 

The  revolt  of  Luther. 
Consequences  of  Luther's  revolt. 
Separation  of  England  from  the  Church. 


HISTORY  193 

Elizabethan  England: 

Commercial  and  Social  Progress. 
Relations  with  Spain. 

Attempts  at  English  Settlement  in  America. 
Writers:    Shakespeare,  Spencer. 
Discoverer:     Sir  Francis  Drake. 

Battle  of  Lepanto: 
St.  Pius  V. 
Don  Juan  of  Austria. 

Louis  XIV: 

Cardinal  Richelieu. 

France  under  Louis  XIV.     His  conquests. 

Cardinal  Mazarin. 

The  French  Revolution: 

Marie  Antoinette.     The  Queen's  devotion  to  her  chil- 
dren.    Her  imprisonment  and  death. 
Lafayette. 

Napoleon  Bonaparte: 

His  early  life.  His  coronation.  The  burning  of  Mos- 
cow. The  battle  of  Waterloo.  The  Duke  of  Welling- 
ton. 

Daniel  O'Connell: 

Catholic  Emancipation. 
Abolition  of  Tithes. 

Irish  Emigration  to  United  States: 
Causes:   Political;  Economic. 

The  Young  Irelanders  and  Fenians. 

Pope  Pius  IX : 

Loss  of  Papal  states. 
The  Kingdom  of  Italy. 

Pope  Leo  XIII. 

Gladstone. 

Cardinal  Newman. 

Pope  Pius  X. 

The  World  War. 

The  Irish  Question  Today. 


194  COURSE  OF  STUDY 

GRADE  SEVEN-A. 

Subject   Matter. — Exploration   and   Colonization   of   the 
Americas. 

Plan  of  Presentation. — Topical. 
Explorations : 

1.  America  prior  to  1492. 
Aboriginal  inhabitants. 

Indian  races.  Their  manner  of  life  and  characteristics. 

2.  Europe  prior  to  1492. 

Precursors  of  Columbus:  St.  Brendan,  the  North- 
men, Lief  Ericson,  the  Vikings. 

3.  Voyages  of  Columbus. 

Preparation  and  departure.  Discovery.  Subsequent 
voyages. 

4.  Other    explorers:      Spanish    explorers    and    claims; 

Cortez,  Ponce  de  Leon  in  Florida. 

French :  France  was  eager  to  share  in  Spanish  profit 
and  sent  out  explorers.  Jacques  Cartier:  Founda- 
tion of  French  Empire  in  America. 

English:  Henry  VII  desired  to  discover  new  lands. 
John  Cabot:  His  discoveries  and  resultant  claims 
for  England. 

Dutch:     Hudson.     His  discovery. 

Portuguese:  Vasco  da  Gama.  His  discovery;  its 
effects;  the  line  of  demarcation. 

Conflicting  claims  of  European  nations. 

5.  Work  of  early  missionaries: 

Dominicans,  Franciscans,  Jesuits.  Franciscans  and 
Jesuits  in  Mexico  and  California.  Jesuits  in  the 
north  and  central  lowlands. 

Father  Jogues  and  companions. 

Work  of  Father  Marquette. 

Colonization : 

1.  Spain  in  America,  1498-1607. 

Spanish  colonization  in  South  America  and  Mexico. 
Colonial  policy  of  Spain.     Control  of  colonial  gov- 
ernment by  Spain. 
Kesult  of  this  policy.    Slow  growth  of  colonies. 

2.  English  in  America. 

A  detailed  account  of  the  following  colonies  as  types : 
Virginia:    First  settlement.    Ownership.    Colonists. 
New  England:     Plymouth  colony.     Pilgrims.     Ob- 
jectives.    Massachusetts  Bay  Colony.     Puritans. 
Objectives. 


HISTORY  195 

Maryland:  Settlement  by  the  Calverts.  The  col- 
onists.    Object  of  the  colony.     Government. 

Pennsylvania:  Founder.  Colonists.  Penn's  gov- 
ernment.    Treaty  with  the  Indians. 

Georgia :  Founders  of  the  colony.  Object.  Colon- 
ists.    Debtors  in  the  Eighteenth  century. 

Rhode  Island:     Founder.     Object. 

New  York:  Early  history.  Settlements.  Colonists. 
Dutch  governors.  Characteristics.  Labors. 
Patroons.     Authority.     Grants. 

Louisiana :    Settlement  by  French.    Name.    Extent. 
Struggle  for  Colonial  Empire: 

King  William's  War:    Causes;  results. 

War  of  the  Successions:  Spanish — Causes,  results. 
Austrian — Causes,  results. 

French   and  Indian  War:     Causes;   claims;   trade 
rivalry.      Preparatory    steps.      Fall    of    Quebec. 
Results  of  the  war. 
Development  of  the  Colonies: 

Eastern  Colonies — Population ;  characteristics. 

Middle  Colonies  —  Population ;  characteristics ; 
occupations. 

Southern  Colonies — Population;  manners;  cus- 
toms; plantation  life;  industries;  commerce; 
manufacturing ;  agriculture. 

GRADE  SEVEN-B. 

Subject  Matter:     Organization  of  Government  and  de- 
velopment of  the  States. 

Plan  of  Presentation:    Topical. 
The  Revolutionary  War: 

Causes — General,  remote,  proximate. 

Colonial  resistance;  leaders;  minute-men. 

Continental  Congresses — First  and  Second. 

Initial  Steps — Washington  in  command.  Declaration  of 
Independence;  effect. 

Robert  Morris.  Burgoyne's  invasion;  object;  failure. 
Battle  of  Saratoga;  effects. 

Events  of  1778 — Valley  Forge.  Foreign  assistance.  Eng- 
lish proposals. 

War  in  the  South — Georgia  captured.  Noted  leaders. 
Other  Events — Northwest  secured.  Winter  of  1779-80. 
Arnold.  Green's  retreat;  engagements;  results.  Naval 
Exploits — John  Barry,  Paul  Jones. 


196  COUKSE  OF  STUDY 

Final  Campaign — Position  of  the  opponents.  Siege  of 
Yorktown;  results.    Peace. 

Organization  of  the  Government: 

The  Confederation:  Original  states.  Contentions.  Trade 
and  financial  difficulties.  Congress — Articles  of  Con- 
federation.    Powers.     Dangers. 

The  Constitution :  Convention  of  1787 ;  purpose,  sessions. 
Constitution  adopted. 

Divisions  of  Government:  Law  making,  law  explaining, 
law  enforcing. 

Departments  Created  by  Constitution:  Legislative, 
Executive,  Judicial. 

State  Rights:  Powers  given  to  the  States;  powers  with- 
held. 

Rights  of  the  People:  Freedom  of  religion,  freedom  of 
speech. 

Establishment  of  the  Government: 

Washington,  first  President.  Election;  inauguration; 
official  appointments;  finances;  public  debt;  treasury; 
taxes;  Hamilton  and  his  work. 

Domestic  Affairs — National  capital;  political  parties; 
U.  S.  Mint  and  Bank;  census. 

Foreign  Affairs — Relations  with  Great  Britain,  Spain 
and  France.  Retirement  of  Washington.  Troubles 
with  France. 

Biographical  Sketches — Jefferson,  Hamilton,  Franklin. 

Monroe  Doctrine — Revolution  of  Spanish  colonies  in 
America.  The  "Holy  Alliance";  what  it  meant.  Mon- 
roe's message  of  1823,  "Monroe  Doctrine";  effects  of 
this  message. 

Progressive  Period: 

Territorial  Expansion — Louisiana  Purchase.  Lewis  and 
Clark  expedition.     Oregon  claim. 

Foreign  Difficulties — African  pirates.  Difficulties  with 
England.     Difficulties  with  France. 

Second  War  with  England — Causes  and  results.  War  on 
land  and  sea.  Results  of  the  War  of  1812 — Position 
gained  by  United  States  as  result  of  war.  Develop- 
ment of  home  manufactures.  Era  of  good  feeling. 
Slavery.    Tariff. 

Andrew  Jackson,  President — Domestic  events:  Banks. 
Era  of  speculation.  National  growth.  Inventions; 
effects  of  same. 


HISTORY  197 

Important  Dates:    1763,  1775,  1776,  1783. 
Map  Work: 

Locate  principal  places  and  scenes  of  the  grade  work  in 
American  History. 

Outline  maps  tracing  in  color  the  principal  routes  and 
campaigns  of  the  Revolution. 

Outline  maps  showing  in  colors  the  early  claims  of  the 
thirteen  colonies. 

Maps  of  the  United  States,  indicating:  Northwest  Terri- 
tory, Louisiana  Purchase,  the  Florida  Purchase,  Oregon 
Country. 

Important  Dates :  Discovery  and  Exploration — 1492,  1513, 
1620,  1763. 

Map  Work: 

Locate  principal  scenes  as  met  in  grade  work. 

Outline  maps  of  North  America  and  United  States, 
showing  in  colors  homes  of  Indian  families;  chief  explora- 
tions; original,  permanent  settlements;  scenes  of  labors  of 
early  missionaries. 

SYLLABUS  FOR  SEVENTH  AND  EIGHTH  GRADES 

History  in  these  grades  is  taught  largely  by  an  outline 
or  topical  method.  Lessons  should  be  assigned  by  topics, 
not  by  pages  or  paragraphs. 

Connect  the  work  of  the  two  previous  years  by  review- 
ing the  European  influences  that  affected  early  American 
explorations  and  colonizations. 

Pupils  are  now  ready  for  a  formal  study  of  United 
States  History  in  its  causal  relationships.  Teachers  should 
bear  in  mind  that  one  of  the  fundamental  purposes  of  any 
course  of  study  in  American  History  at  this  stage  should 
be  to  present  a  clear  and  unbroken  view  of  the  history  of 
these  United  States,  from  their  origin  to  the  present  time. 
Avoid  going  into  details  of  every  topic.  Aim  rather  to 
build  up  a  perspective  of  American  History  in  the  minds 
of  the  pupils. 

Encourage  pupils  to  collect  pictures,  clippings,  etc., 
illustrative  of  the  various  topics  under  discussion. 

Train  the  children  of  this  age  to  do  some  simple  research 
work.  Individual  reports  presented  to  the  class  should 
form  a  part  of  the  regular  instruction,  and  the  pupils 
should  be  questioned  on  their  contents. 

No  successful  teaching  of  history  can  be  accomplished 


198  COURSE  OF  STUDY 

without  the  constant  use  of  maps.  Have  pupils  trace  the 
routes  of  explorers;  show  on  outline  maps  increase  of 
territory,  etc.  Good  wall  maps  and  charts  for  the  purpose 
of  establishing  geographical  relationships  are  essential. 

A  few  dates  of  historical  significance  should  be  memor- 
ized. Dates  are  landmarks;  therefore,  they  should  not  be 
regarded  as  separate  facts,  but  as  a  means  of  tracing  the 
course  of  events. 

When  the  children  reach  the  grammar  grades,  every 
encouragement  should  be  given  them  to  read  good  histor- 
ical fiction.  There  is  scarcely  a  historical  episode  of  im- 
portance which  has  not  been  dealt  with  by  writers  of 
ability.  A  collection  of  such  books  should  be  in  every 
school  library. 

Recommended  Texts  for  Pupils: 

Lawler's  Essentials  of  American  History. 
History  of  the  United  States  (McCarthy). 
History  of  the  United  States  (O'Hara). 
History  of  the  United  States  (McMaster). 
New  Century  History  (Eggleston). 
School  History  of  United  States  (Barnes). 
History  of  United  States  (Franciscan  Sisters). 
History  of  the  American  People  (Beard  and  Bagley). 

GRADE  EIGHT-A. 

Subject  Matter. — The  Mexican  War.  California.  Civil 
War.     National  Development. 

Plan  of  Presentation:     Topical. 

The  Mexican  War: 

Causes:    Remote,  proximate. 
Treaty:     Conditions;  results. 

California : 

Early  History — Spanish  exploration. 

Mission  Period — Jesuits:  Father  Kino  and  Father  Sal- 
vatierra.  Franciscans:  Growth  and  development; 
Father  Junipero  Serra  and  companions. 

Secularization — Spanish  California  (Pueblo  and  Pre- 
sidio). Mexican  control  (ranch  life).  Russia's  claims 
on  the  Pacific  Coast. 

Bear  Flag  Republic.     United  States  territory. 

California,  the  State — Establishment  of  law  and  order. 
Discovery  of  gold.  The  days  of  '49.  Adopting  a  con- 
stitution. 


HISTORY  199 

The  Vigilantes  in  San  Francisco. 

Building  of  the  Union  Pacific  Railroad. 

The  Golden  Star  in  the  Flag — Natural  riches  and  re- 
sources of  California.     Effects  of  rapid  settlements. 

California's  case  in  the  Omnibus  Bill.  Slavery  question 
in  California. 

Civil  War: 

Causes:     Remote  and  immediate. 

Lincoln-Douglas  debate. 

Election  of  Lincoln;  significance. 

The  situation  in  1861;  North  and  South. 

Defense  of  Washington.     Plans  against  Washington. 

Lee's      invasion.      Gettysburg.      Emancipation.      Naval 

movements.    Peace. 
Lincoln,  a  national  martyr. 

Reconstruction  of  the  Union: 

Results  of  the  Civil  War;  cost  in  men  and  money. 
Amendments  to  the  Constitution. 
Difficulties  in  the  Southern  States. 
Alabama  claims. 
Purchase  of  Alaska. 

National  Development: 

Growth  of  the  West;  causes. 

Southern  Policies — Civil  service  laws;   the  new  South; 

manufacturing ;  tariff  questions. 
Territorial  Acquisitions — Gain  of  territory  since  1803. 
Hague  Tribunal. 
Spanish  War:    Causes;  results. 
Panama  Canal  opened  to  commerce. 
America  in  the  World  War. 
Woman  suffrage. 

Inventions : 

Works  of  principal  scientists. 
Life  sketches  of  famous  inventors. 

General  Recapitulation: 

General  topics  may  form  the  program  of  review. 

Stress  the  progress  of  the  last  century. 

Early  days  of  our  history.     Territorial  acquisitions  and 

explorations.     Slavery. 
Development  of  commerce.     Inventions.     Tariff  laws. 
Give  special  attention  to  review  of  California  history. 


200  COURSE  OF  STUDY 

Important  Dates:  1850,  1861,  1865,  1914,  1917.  Review 
dates  learned  in  preceding  grades. 

Map  Work: 

Locate  important  places  as  met  in  the  grade  work.  Map 
of  the  world,  showing,  in  colors',  the  possessions  of  the 
United  States. 

Map  of  the  United  States  showing  Texas  and  the  Mex- 
ican Sessions. 

Recommended  Texts  for  Pupils: 

Lawler's  Essentials  in  American  History. 

History  of  the  United  States  (McCarthy). 

History  of  the  United  States  (O'Hara). 

A  History  of  the  United  States  (Franciscan  Sisters). 

Our  Country  in  Story. 

School  History  of  the  United  States  (McMaster). 

New  Century  History  (Eggleston). 

School  History  of  the  United  States  (Barnes). 

History  of  the  American  People  (Beard  and  Bagley). 

Story  of  Old  Europe  and  Young  America  (Mace-Tanner). 

History  of  the  United  States  (Mace). 

Pupils'  Reference  List: 

Division  and  Reunion  (Wilson). 

General  Lee  (Lee). 

Expansion    (Strong). 

The  War  With  Spain  (Brooks). 

The  Rescue  of  Cuba  (Draper). 

The  Last  Quarter  of  a  Century  (Andrew). 

America  as  a  World  Power  (Latone). 

National  Development  (Sparks). 

History  of  California    (Bandini). 

California  the  Golden  (Hunt). 

GRADE  EIGHT-B  (Second  Semester). 

CIVICS. 

The  purpose  of  this  course  is  to  give  a  simple  exposition 
of  the  manner  in  which  the  governments  of  the  city,  state 
and  nation  are  organized,  and  to  awaken  in  each  pupil  an 
interest  and  a  sense  of  personal  responsibility  in  affairs 
that  affect  the  city,  state  and  nation. 

Municipal  Government. 

City  Organization. — City  Hall;  its  purpose.  The  Mayor; 
his  duties.  Other  officials.  City  Boards,  Courts  and  City 
Ordinances. 


HISTORY  201 

Fire  Department. — Its  necessity.  Causes  and  prevention 
of  fires.  Protection  of  children  in  schools.  Fire  escapes 
and  fire  drills. 

Police  Department. — Preservation  of  law  and  order. 
Protection  of  life  and  ^ioperty. 

Health  Department. — City  Board  of  Health.  Protection 
against  spread  of  disease.  Medical  inspections.  City  gar- 
bage. City  water  supply.  Parks  and  playgrounds.  City 
hospitals. 

Department  of  Education. — Public  schools.  Private 
schools.  How  both  are  supported.  Board  of  Education. 
Necessity  of  education.  Public  libraries.  How  to  profit  by 
them. 

Street  Department. — Benefit  resulting  from  organized 
street  cleaning.  Street  lighting.  Collecting  refuse  matter. 
Care  of  lawns.  Disfigurement  of  fences  and  buildings  by 
children. 

County  Government  Officials. 

State  Government. 

(a)  Legislative   Department — Senate.     Assembly.     Elec- 

tion and  duties  of  members. 

(b)  Executive    Department — Governor;    his    duties    and 

powers.     Other  officials. 

(c)  Judicial  Department — Courts.     Judges. 

National  Government. 
Constitution : 

Legislative  Department — Congress  composed  of  a  Sen- 
ate and  a  House  of  Representatives. 

Executive  Department — The  President;  his  duties.  The 
Cabinet;  their  offices. 

Judicial  Department — Various  courts. 

The  Declaration  of  Independence. 

Recommended  Texts  for  Pupils: 

The  Young  American  (Hudson). 
Lessons  for  Junior  Americans  (Hill). 
The  Community  and  the  Citizen  (Dunn). 
Our  Government  (Macy). 
School  Civics  (Boynton). 
City,  State  and  Nation  (Nida). 
The  Government  (Clark). 


202  COURSE  OF  STUDY 

Community  Civics   (Hughes). 
My  Country  (Turkington). 
Community  Civics  (Hill). 

Pupils'  Reference  List: 

Civil  Government  in  California  (Sutton). 

Civics  (McCarthy). 

Government  and  the  Citizen  (Ashley). 

Government  in  the  United  States  (Garner). 

Town  and  City  (Jewett). 

American  Citizenship  (Beard). 

Elements  of  Government  (Stickles). 

The  Citizen  and  the  Republic  (Woodburn  and  Morgan). 

The  Young  Citizen  (Dole). 


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